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《Early childhood research quarterly》2003,18(2):163-184
We conducted real-time analyses of the videotaped free play of 24, 3–4-year-olds, half of whom had disabilities, in four University-sponsored, inclusive, child-centered preschool classrooms. There were 7–10, 20-minute observations for each child. Despite significant differences related to child condition in the frequencies of interactions with peers and one-on-one with adults, the same pattern obtained for both groups: Across observations, the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the 24 children. Analyses of event-sequences revealed that adults were more likely than expected by chance to initiate interactions with a child when s/he was alone and less likely to do so when s/he was interacting with a peer. Within-child patterns of choices also indicated that, after an adult had initiated an interaction with them, the children were less likely to initiate an interaction with a peer and more likely than expected to initiate another interaction with an adult. Additional, exploratory analyses yielded results consistent with the view that some kinds of exchanges with adults may interfere with peer interactions. Implications both for theory and for planning curricula are discussed. 相似文献
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The purpose of the present study was to investigate the existing transactional associations between mother–child conflict and the child’s internalising and externalising problems. To this end, longitudinal data were used, covering ages 7–15. The sample consisted of 1,136 mothers and their children who participated in the National Institute of Child Health and Human Development longitudinal study. The current analysis employs the Autoregressive Latent Trajectory (ALT) model that enables the simultaneous investigation of (1) the developmental stability, (2) the developmental change, (3) the longitudinal inter-relations, (4) the time-specific associations and (5) the directionality of the relations among the variables under examination. It was found that mother–child conflict increased across time and externalising problems decreased from childhood to adolescence, while internalising problems showed intra-individual stability. Further, mother–daughter conflict increased at a higher rate than mother–son conflict. The cross-lagged regressions suggested that the association between conflict and externalising problems is bi-directional from age 7 to age 9. However, a child effect was found from age 9 to age 15, in that the child’s externalising problems continually influenced mother–child conflict but not the other way around. In contrast, the association between internalising problems and conflict was limited to cross-sectional and overtime associations suggesting that the association between internalising problems and conflict is mostly due to the co-variation between them. 相似文献
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Sayan Chakrabarty Ulrike Grote Guido Lüchters 《International Journal of Educational Development》2011
This paper explores the determinants of child labour vis-à-vis child schooling. It further examines the influence of non-governmental organisations (NGOs) which are engaged in social labelling, on the incidence of child labour and schooling trade-off. The empirical results show that the probability of child schooling increases as well as child labour decreases if a carpet firm has adopted a labelling scheme. It can also be shown that labelling NGOs have a significant positive influence on sending the ex-child labourers to school. 相似文献
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This study examined the relationship between parent–child co‐viewing of television and the cognitive development of the child. Both survey and experiment methods were employed to determine the participants’ television viewing habits and their cognitive achievements after watching a pre‐recorded programme under different conditions. The participants were five‐year‐old pre‐schoolers from a childcare centre in Beijing, China. The findings show a positive relationship between parent–child co‐viewing of television and the cognitive performance of the child as far as a specific programme was concerned, but long‐term effects of parent–child co‐viewing on the general cognitive development of the child could not be established owing to the limitations of the study.
Cette étude a examiné le rapport entre la co‐vision de la télévision du parent et l’enfant et le développement cognitif de l’enfant. Des méthodes d’enquête et d’expérience ont été utilisées pour découvrir les habitudes des participants quand ils regardent la télévision et leurs accomplissements cognitifs après avoir regardé un programme pré‐enregistré dans des conditions différentes. Les participants étaient des élèves de cinq ans du cours préparatoire d’un centre d’assistance à l’enfance à Beijing, Chine. Les résultats montrent un rapport positif entre la co‐vision de la télévision duparent et l’enfant et la compétence cognitive de l’enfant en ce qui concerne un programme spécifique, mais les effets à long terme de la co‐vision de la télévision du parent et l’enfant sur le développement cognitif général de l’enfant n’ont pas été établi dû aux limitatios de l’étude.
Este estudio examinó la relación entre la co‐visión del padre y niño de la televisión y el desarrollo cognoscitivo del niño. Fueron empleados métodos de estudio y experimentales para descubrir los hábitos relacionados con mirar la televisión de los participantes y sus logros cognoscitivos después de mirar un programa previamente grabado bajo diversas condiciones. Los participantes eran pre‐escolares de cinco años de un centro de cuidado de niños en Beijing, China. Los resultados demuestran una relación positiva entre la co‐visión de la televisión por padre y niño y el funcionamiento cognoscitivo del niño por lo que concierne un programa específico, pero los efectos a largo plazo de la co‐visión del padre y niño en el desarrollo cognoscitivo general del niño no pudieron ser establecidos debido a las limitaciones del estudio. 相似文献
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Parent–child interaction therapy: A manualized intervention for the therapeutic child welfare sector
《Child abuse & neglect》2013,37(8):578-584
Children who have experienced maltreatment can often display behavioral difficulties; their parents may lack disciplinary knowledge, be less sensitive to their children, and engage in coercive parenting practices. Parent–child interaction therapy (PCIT) is a well-known, evidence-based treatment (EBT) for child behavior problems and within the last decade has garnered significant evidence to suggest its utility for parents engaged in child maltreatment. This article uses a case example to describe PCIT treatment phases and PCIT research within the child maltreatment sector is synthesized with particular focus on treatment modifications. Successful augmentations and modifications include a motivation component, keeping therapeutic time shorter rather than longer, and whether to incorporate individual counseling and in-home PCIT are also considered. Practical strategies from both a therapeutic and research experience are discussed. 相似文献
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Child care arrangements change as children age; in general, hours in home-based child care decrease as hours in center-based settings increase. This sequence of child care type may correspond with children's developmental needs; the small peer groups and low child–adult ratios typical of home-based care may allow for more individual child–adult time for infants and toddlers, whereas the social stimulation found in center-based care during the preschool years may prepare children for kindergarten. This study examined associations between school readiness and the timing of child care type among children in NICHD's Study of Early Child Care and Youth Development (N = 1349). Findings suggest that children who experience home-based care during the infant–toddler period and center care during the preschool period display the improved cognitive outcomes, but not the increased behavioral problems, generally associated with sustained center care attendance. Continuous home-based care was associated with higher social status at school entry partially through smaller peer groups during the preschool period. These patterns did not differ by child or family characteristics. Implications for policy and research are discussed. 相似文献
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Regine Froese 《British Journal of Religious Education》2008,30(1):37-47
This article deals with the results and further consequences of my empirical investigation of Christian–Muslim families and their children in Germany. It gives an insight into the religious world of 4‐ to 12‐year‐old children in Christian–Muslim families through the analysis of evaluated interviews and drawings concerning religious practice and the image of God. Through the presentation of different aspects such as prayer, the image of God, gender issues, religious practice and affinity, the question of children’s own needs is discussed. 相似文献
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Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children’s speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we found that alphabetic order influenced use of individual letters and letter sequences. The frequency of letters in children’s books influenced parent utterances throughout the age range studied, but children’s utterances only after age two. Conversations emphasized some literacy-relevant features of letters, such as their shapes and association with words, but not letters’ sounds. Describing these patterns and how they change over the preschool years offers important insight into the home literacy environment. 相似文献
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Teachers and administrators who participate in developing a philosophy statement for gifted education learn more about the field and are able to realistically apply what they have learned to their specific responsibilities. 相似文献
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This phenomenological study explored how two experienced teachers interacted with children in classes of three‐ and five‐year‐olds. The aim was to further understand the nature of practice that promotes communicative teacher–child relationships. The study took place in a private preschool programme in the United States. Through once‐a‐week participant observations from September to December 2009 and interviews with the teachers, the study illustrated how their practice was based around valuing children’s ideas, effort, space and work, and around maintaining enthusiasm towards children’s and their own learning. In these processes, the study showed the importance of (1) teachers’ firm understanding of the context of children’s development, and their awareness of the role which they play in creating this, and (2) an environment that promotes ‘flow’ of their practice. As the study builds on developmental systems theory, the findings highlight the ways in which contexts that support teachers’ professional autonomy may influence their interactions and relationships with children. 相似文献
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《Early childhood research quarterly》2002,17(4):418-440
Over the past decade, policymakers have become increasingly concerned about the development of low-income children, as well as about helping low-income parents work. Yet, all too often, child development and parental work goals are seen as separate. As a result, key parental work support services that affect children (such as child care subsidies) have not had a sustained focus on supporting the development of the children that they serve—even though subsidies are now estimated to serve more than 2 million low-income children. This article describes current approaches to child care subsidies, and identifies a number of the issues and opportunities facing those who want to integrate a stronger child development focus into the subsidy system. It concludes with a discussion of important questions that policymakers, practitioners, and researchers can explore if they want to help the subsidy system achieve a better balance between supporting parental work and supporting child development. 相似文献
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The present study examined the role of child gender, child ethnicity, and teacher–child ethnic match in moderating the association between teacher–child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher–child conflict was found to be a stronger predictor of hostile–aggressive behavior for boys than girls. In contrast, teacher–child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher–child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher–child ethnic match did not moderate the association between teacher–child relationship quality and child behavioral adjustment. 相似文献
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Based on the Social Information Processing model of parenting risk for child abuse, the present study examined the associations between mothers’ and fathers’ perception of child behavior and child abuse potential, as well as whether parenting stress mediates the association between these constructs. Two hundred and fifty-nine mother-father couples raising preschool children answered the Child Behavior Checklist (CBCL), the Parenting Stress Index (PSI), and the Child Abuse Potential Inventory (CAPI). The results of dyadic path analysis showed that perception of child behavior was related to heightened parenting stress and abuse potential in both mothers and fathers. Concerning partner effects, we found that mothers’ perception of child behavior problems was positively associated with fathers’ parenting stress and that the higher the mothers’ distress, the higher the fathers’ risk of physical abuse. Finally, parenting distress partially mediated the association between parents’ perception of child behavior and child abuse potential, with mothers’ perception of their children as problematic showing a significant indirect effect through distress on their own abuse risk and on fathers’ CAP as well. These findings suggest that parental distress may represent a critical mechanism by which parents’ negative views of their children contribute to abuse potential. Moreover, mothers seem to influence fathers’ tendency towards abusive behaviors. 相似文献
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Learning about letters, and how they differ from pictures, is one important aspect of a young child??s print awareness. To test the hypothesis that parent speech provides children with information about these differences, we studied parent?Cchild conversations in CHILDES (MacWhinney, 2000). We found that parents talk to their young children about letters, differentiating them from pictures, by 1?C2?years of age and that some of these conversational patterns change across the preschool years in ways that emphasize important features of letters, such as their shape. We also found that children talk about letters and pictures in distinct ways, suggesting an implicit understanding of some of the differences between letters and pictures at an early age. Some differences in parent?Cchild conversations about letters were found as a function of socioeconomic status: Lower SES families appeared to focus more on alphabetic order than higher SES families. The general letter knowledge expressed in these conversations suggests that everyday interactions are an important component of the home literacy environment and that they differ, in some respects, as a function of child age and family background. 相似文献
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Laurel J. Kiser Carla Smith Stover Carryl P. Navalta Joyce Dorado Juliet M. Vogel Jaleel K. Abdul-Adil Soeun Kim Robert C. Lee Rebecca Vivrette Ernestine C. Briggs 《Child abuse & neglect》2014
The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice. 相似文献
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Belsky J Vandell DL Burchinal M Clarke-Stewart KA McCartney K Owen MT;NICHD Early Child Care Research Network 《Child development》2007,78(2):681-701
Effects of early child care on children's functioning from 4(1/2) years through the end of 6th grade (M age=12.0 years) were examined in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n=1,364). The results indicated that although parenting was a stronger and more consistent predictor of children's development than early child-care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher-reported externalizing problems. Discussion focuses on mechanisms responsible for these effects, the potential collective consequences of small child-care effects, and the importance of the ongoing follow-up at age 15. 相似文献