An Analysis of Bronfenbrenner’s Bio-Ecological Perspective for Early Childhood Educators: Implications for Working with Families Experiencing Stress     

Kevin James Swick  Reginald D. Williams 《Early Childhood Education Journal》2006,33(5):371-378

Today’s families face many stressors during the early childhood years. Particular stressors like homelessness, violence, and chemical dependence, play havoc with the family system. Urie Bronfenbrenner’s bio-ecological perspective offers an insightful lens for understanding and supporting families under stress. This article presents the key elements of Bronfenbrenner’s perspective and applies this perspective to strategies for effectively helping families under stress.  相似文献   

Subtypes of Social Withdrawal in Early Childhood: Sociometric Status and Social-Cognitive Differences across Four Years   总被引：11，自引：0，他引：11  

Amanda W. Harrist  Anthony F. Zaia  John E. Bates  Kenneth A. Dodge  Gregory S. Pettit 《Child development》1997,68(2):278-294

From a sample of 567 kindergartners observed during free play, 150 children were classified as socially withdrawn and followed over 4 years. A cluster analysis involving teacher ratings was used to identify subtypes of withdrawn children. Four clusters were identified, 3 fitting profiles found in the literature and labeled unsociable (n=96), passive-anxious (n=23), and active-isolate (n=19), and I typically not discussed, labeled sad/depressed (n=12). Sociometric ratings indicated that unsociable children had elevated rates of sociometric neglect, active-isolates had higher than expected levels of rejection, and sad/depressed children had elevated rates of both neglect and rejection. Subtypes also differed in social information-processing patterns, with active-isolate children displaying the least competent skills. The findings that some subtypes experience more difficulty than others might account for the ambiguity in extant studies regarding whether or not social withdrawal is a risk factor in psychosocial development, because withdrawal has most often been treated as a unitary construct in the past  相似文献   

Taiwanese Preservice Teachers’ Science,Technology, Engineering,and Mathematics Teaching Intention     

Kuen-Yi Lin  P. John Williams 《International Journal of Science and Mathematics Education》2016,14(6):1021-1036

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Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness     

Robert Pianta  Bridget Hamre  Jason Downer  Margaret Burchinal  Amanda Williford  Jennifer LoCasale-Crouch 《Early education and development》2017,28(8):956-975

Research Findings: Effects on children’s school readiness were evaluated for 2 interventions focused on improving teacher–student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children’s language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children’s multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children’s language behavior and self-regulation for intervention(s) that improve the quality of teacher–child interaction.  相似文献   

Comments on Michael Fullan’s, “The future of educational change: System thinkers in action”     

Amanda Datnow 《Journal of Educational Change》2006,7(3):133-135

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The effects of participation in parent group sessions on child‐rearing attitudes among parents of learning disabled children     

Michael M. Omizo  Robert E. Williams  Sharon A. Omizo 《International Journal of Disability, Development & Education》1986,33(2):134-139

Using a control group pre‐, post‐test design, this studysought to determine the effects on child rearing attitudes among parents of LD children of participation in parent education group sessions. Results indicated that on some of the measures employed participating parents manifested more positive and healthy child‐rearing attitudes than controls.  相似文献   

Self-study and Vulnerability     

Amanda Berry  Tom Russell 《Studying Teacher Education》2016,12(2):115-116

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自信的魅力--16岁女孩Amanda的故事     

陈寅蓉 《中学生天地》2005,(10):10-11

我想女生们都会希望自己苗条优雅吧,可我从小就属于胖胖的那类.这一直令我很苦恼. 去年夏天,刚从小学毕业的我参加了中学举办的新生夏令营,校长让营员们以抽签的方式分成若干个活动小组,并要求我们在夏令营结束时的篝火晚会上进行汇报演出.最令我哭笑不得的是,那么多的活动小组,我居然抽到了舞蹈组!自我介绍的时候,我看见身边站着的女孩大都体态匀称,还穿着漂亮的短裙,只有我一个女孩子和男生一样穿着宽大的T恤.毋庸置疑,我属于不受欢迎的一类了.  相似文献   

Perfectionism and sport-specific engagement in elite youth soccer players     

Paul Larkin  Donna O’Connor  A. Mark Williams 《Journal of sports sciences》2016,34(14):1305-1310

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Recreational activities and motor skills of children in kindergarten     

Viviene A. Temple  Jeff R. Crane  Amy Brown  Buffy-Lynne Williams  Rick I. Bell 《Physical Education & Sport Pedagogy》2016,21(3):268-280

Background: Developmental theorists suggest that physical activity during early childhood promotes fundamental motor skill (FMS) proficiency; and that differences in FMS proficiency are largely related to children's experiences.

Aim: To examine associations between participation in different types of recreation/leisure and FMS proficiency of boys and girls in their first year of school. We hypothesized that there would be positive associations between FMS proficiency and participation in organized sport, physical activities, and active physical recreation; but not for other types of recreation/leisure.

Method: Participants (n?=?74) were kindergarten children (Mage?=?5y11?m; boys?=?55%). Parents completed the diversity dimension of the Children's Assessment of Participation and Enjoyment (CAPE) survey. The CAPE measures children's participation in everyday activities outside of mandated school activities in the past four months in five types of formal and informal activities, specifically: Recreational activities, Physical activities, Social activities, Skill-Based activities, and Self-Improvement activities. Two categories of activities were also reported: Organized Sport and Active Physical Recreation. Locomotor and object control skills were assessed using the Test of Gross Motor Development-2 and static balance was assessed using a stork stand. Sex-based differences in motor skills and participation were examined using chi-squared analyses. Correlation coefficients were used to examine relationships between motor skills and CAPE sub-domains and categories. Linear regression was used to examine whether the type of activity predicted motor skill proficiency and the reverse.

Results: There were no sex-based differences in locomotor skills; whereas boys' object control skill scores were significantly higher than girls, and girls' stork stand scores were higher than boys'. Although there were no sex-based differences in the more active categories of recreational pastimes; girls participated in significantly more formal and informal dance and the prevalence of participation in team sports was significantly higher for boys. For boys, participation in physical activities predicted both locomotor and object control skill scores, organized sport predicted object control skills, and active recreation predicted stork stand times and object control skill scores. These relationships were not evident among the girls.

Conclusions: These findings illustrate that young children participate in a narrower array of physically active recreational pursuits compared with less active pursuits. There were notable sex-based differences in the relationships between participation and motor skill proficiency. For girls, none of the associations between recreational pastimes and motor skill proficiency were significant. This suggests that the motor proficiency of girls, as assessed in this study, is neither a precursor to, nor an outcome of, participation in active recreational pastimes. Contrastingly, the findings for boys support theory that suggests that physical activity is driving the acquisition of particular types of motor skills. Less active recreational activities were not associated with motor skill levels of boys, whereas each of the more active categories of recreational pastimes (active recreation, physical activities, and organized sport) predicted at least one sub-type of motor skill. It also seems clear from our findings that more light needs to be shed on how to optimally portray young girls' motor skill proficiency; as well as the relationships between their participation and motor skills.  相似文献