Prenatal Risk Predicts Preschooler Executive Function: A Cascade Model     

Marie Camerota  Michael T. Willoughby 《Child development》2020,91(3):e682-e700

Little research has considered whether prenatal experience contributes to executive function (EF) development above and beyond postnatal experience. This study tests direct, mediated, and moderated associations between prenatal risk factors and preschool EF and IQ in a longitudinal sample of 1,292 children from the Family Life Project. A composite of prenatal risk factors (i.e., low birth weight, prematurity, maternal emotional problems, maternal prepregnancy obesity, and obstetric complications) significantly predicted EF and IQ at age 3, above quality of the postnatal environment. This relationship was indirect, mediated through infant general cognitive abilities. Quality of the postnatal home and child-care environments did not moderate the cascade model. These findings highlight the role of prenatal experience as a contributor to individual differences in cognitive development.  相似文献   

The competency casebook: Twelve studies in competency‐based performance improvement     

David Dubois  Marie Shadden  Roger Kaufman  Dale Brethower 《Performance Improvement》2000,39(1):37-40

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Technology education students: e-tutors for school children   总被引：1，自引：0，他引：1  

Genevieve Marie Johnson  Sharon E. Bratt 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):32-41

E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative.  相似文献   

Multimedia and literacy development – By Adriana G Bus & Susan B Neuman     

Marie Martin  EdD 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1142-1143

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L’ÉCOLE PUBLIQUE AU SÉNÉGAL : APPROCHE PSYCHOSOCIALE DES PRATIQUES PARENTALES DE (NON) SCOLARISATION ET DES EXPÉRIENCES ÉDUCATIVES DES ENFANTS     

Marie Huet-Gueye  Myriam de Léonardis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):367-391

PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since 1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools.  相似文献   

Facteurs associés à la rétention des signalements impliquant un abus sexuel     

Marc Tourigny  Marie Jacob  Isabelle Daigneault  Martine Hébert  John Wright 《Child abuse & neglect》2009,33(12):888-896

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Process or Product? The Argument for Aesthetic Exploration in the Early Years     

Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2010,38(2):81-85

Early childhood educators often deliberate the difference between the use of arts versus crafts in the classroom as learning opportunities. This paper discusses the distinct differences between the two and how encouraging young children to engage within art making provides great opportunity for personal and communal exploration, expression, and discussion. Open-ended activities that focus on the process, and not necessarily the end product, provide children with authentic, differentiated, and holistic methods of exploration and learning. Fostering a willingness to creatively engage within an aesthetic problem-solving process that allows children to select, represent, and explain their thoughts and actions will help them develop skills necessary for success in an unknown future.  相似文献   

Using socio-dramatic play to support a beginning writer: ‘Daniel,the doctor and the bleeding ball’     

Bill Boyle  Marie Charles 《International Journal of Early Years Education》2010,18(3):213-225

This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel does not recognise yet the relationship between spoken language and the corresponding grapheme–phonemes. At present he is not making the connections between his aural, oral and visual concepts of how words as text are constructed. In addressing the development of early years writing, the practitioner should be aware of the learning needs of the child as the child develops as an emerging writer in a highly complex problem-solving activity. The complexity of the structural and developmental processes needed to become a writer requires that the child is taught not within a predominantly whole-class structure with its demands for completion within fast-paced time limits. The emerging writer requires sustained recursive opportunities to engage with the experiences, which take the child from the steps of ‘mark making’ to the abstractions of written composition. The decision was made to use the strategy of socio-dramatic play as the framework for the intervention with Daniel. The use of a play/literacy connection (socio-dramatic play) serves to unlock and support the child's writing/spelling development. The child is being supported in his development by the teacher strategically easing the cognitive load, i.e. in this case, through scribing for the child.  相似文献   

The primary school’s invasion of the privacy of the child: unmasking the potential of some current practices     

Joan Hanafin  Marie Flynn  Michael Shevlin 《Educational studies》2010,36(2):143-152

Privacy has been defined as “the protective buffer within which people can avoid another party’s taking something from them, keeping watch over them, or entering into their lives in a way that is both unwelcome and undesirable”. It is a premise of this paper that such a position needs to be taken very seriously in contemporary society, and particularly in the case of schools, as school personnel have the capacity to engage in practices which show great disregard for individual and family privacy. This is illustrated in the case of primary school education in the Republic of Ireland. Particular attention is paid to assessment, pedagogical and curricular practices that derive from patterns of systematic and mandatory disclosure that are confessional, performative and public.  相似文献   

Physical education teaching as a caring act—techniques of bodily touch and the paradox of caring     

Joacim Andersson  Marie Öhman  Jim Garrison 《Sport, Education and Society》2018,23(6):591-606

In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.

We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power-related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.

We draw on interviews with PE-teachers in Swedish primary, secondary and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; (1) Security touch, which is characterized by intentions to handle the fragile; (2) Denoting touch, which is characterized by intentions to handle learning content and (3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose.  相似文献