Using Family Backpacks as a Tool to Involve Families in Teaching Young Children About Healthy Eating     

Jisoo Hong  Diane W. Bales  Charlotte R. Wallinga 《Early Childhood Education Journal》2018,46(2):209-221

Children’s obesity rates have increased substantially over the past several decades, due in part to unhealthy eating habits. About 75% of preschool-aged children consume fewer fruits and vegetables than recommended for health. Because children begin developing eating habits during early childhood, obesity prevention programs are increasingly targeting young children in early childhood education (ECE) settings and are involving their families in teaching about healthy eating. The purpose of this pilot study is to assess the effectiveness of a family involvement activity known as the family backpack in increasing fruit and vegetable consumption among 4- and 5-year-old children and their parents through hands-on activities that encourage them to explore and discuss fruits and vegetables at home. Forty-two families (22 experimental, 20 control) participated in the study. Families received a family backpack from their child’s ECE teacher and completed activities with their child at home during a specific week. Experimental-group backpacks contained a children’s book and three activities to encourage parent–child discussion about fruits and vegetables; control-group backpacks contained an unrelated book and activities. Children’s and parents’ fruit and vegetable consumption and frequency of serving fruits and vegetables at home were assessed using parent self-report surveys before and after completing backpack activities. Parents in the experimental group, but not the control group, reported increases in their own and their children’s fruit and vegetable consumption after completing family backpack activities. Family backpacks show promise as a tool for early childhood educators to help families reinforce and expand children’s learning and encourage healthy eating habits at home.  相似文献   

Care practice #3: continuous labor support     

Green J  Amis D  Hotelling BA 《The Journal of perinatal education》2007,16(3):25-28

This updated edition of Care Practice Paper #3 presents the evidence for the benefits of continuous support in labor. The role of the doula is explained. Women are encouraged to plan for continuous support during labor and to consider including a woman experienced with childbirth among their labor support team.  相似文献   

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

The role of gender constancy in early gender development     

Ruble DN  Taylor LJ  Cyphers L  Greulich FK  Lurye LE  Shrout PE 《Child development》2007,78(4):1121-1136

Kohlberg's (1966) hypothesis that the attainment of gender constancy motivates children to attend to gender norms was reevaluated by examining these links in relation to age. Ninety-four 3- to 7-year-old children were interviewed to assess whether and how constancy mediates age-related changes in gender-related beliefs. As expected, results indicated a general pattern of an increase in stereotype knowledge, the importance and positive evaluation of one's own gender category, and rigidity of beliefs between the ages of 3 and 5. Moreover, the stability phase, rather than full constancy, mediated some of these relations. After age 5, rigidity generally decreased with age, with relations primarily mediated by consistency.  相似文献   

本期话题：多元语境中的话语场——文艺复兴时期关于亚里士多德《修辞学》的论争：传播理论的跨文化解读     

劳伦斯·葛林美  陈汝东 《福建师范大学学报(哲学社会科学版)》2007,(2):47-53

本演讲探讨了欧洲早期艺复兴期间（大约1350—1700）为解读亚里士多德的（修辞学）中的论述所做出的努力,讨论了欧洲的注释在理解亚里士多德的（修辞学〉中所遇到的困难,关注了当时学意料之外的某些论争,并力图阐释引起这些论争的原因。作认为,人们力图阐释关于一种化的论述并力图从另一种化的需求和兴趣来解读这种论述的努力对中美两国具有重要意义,这些阐释所可能引发的结果也具有积极意义。作的这种解读对当今世界——对中国和“西方”国家富有更为广泛的意义——因为他在试图解读产生于一种化而被转译到另一种化的修辞学和传播学理论。作指出,在欧洲艺复兴时期,人们相信修辞学和社会很大程度上是一回事。修辞学能够使人们避免暴力、摆脱兽性,使许多不同人的思想统一起来,促成一种包容各种矛盾的和谐社会。修辞学使我们变得明。[第一段]  相似文献   

Using digital technology to enhance formative assessment in mathematics classrooms     

Diane Dalby  Malcolm Swan 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):832-845

In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education, we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies.  相似文献   

Why do UK academics become Associate Deans and what are their future career plans?     

Alan Floyd  Diane Preston 《Journal of Higher Education Policy & Management》2019,41(4):430-443

The role and number of Associate Dean posts in UK universities has grown considerably in recent years. Despite this, relatively little is known about the reasons why individuals take on such roles and how it fits into their career trajectories. The purpose of this article is to explore these issues by drawing on data from the first national study of Associate Deans in the UK. Adopting a two-staged mixed methods approach, data were collected from semi-structured interviews (n = 15) and an online survey (n = 172). The findings suggest that academics take on the role for a number of reasons such as the challenge of working across the University, making a difference to staff and students, or being asked to take it on by a senior member of staff. It is argued that these Associate Dean roles are part of new and emerging academic career pathways within the higher education sector.  相似文献   

Future for performance technologists. What we can learn from our past mistakes     

Diane M. Gayeski 《Performance Improvement》1991,30(1):1-4

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Futures for performance technologists part 3. Tools and technologies     

Diane M. Gayeski 《Performance Improvement》1991,30(3):35-40

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What's my next job?     

Diane M. Gayeski 《Performance Improvement》1991,30(4):37-40

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