Event-related Potentials in Year-Old Infants: Relations with Emotionality and Cortisol   总被引：2，自引：0，他引：2  

Megan R. Gunnar  Charles A. Nelson 《Child development》1994,65(1):80-94

Event-related po-potentials (ERPs) were recorded from year-old infants presented with sets of familiar faces presented frequently and infrequently, and a set of novel faces presented infrequently. The normative response of infants in this sample was a late positive slow wave to the Infrequent Familiar faces, and a return to baseline to the Frequent Familiar and Infrequent Novel faces (although there was a tendency for some infants to show a positive slow wave to the latter events). A factor score based on data from frontal and central leads that reflected this normative pattern was significantly associated with infant emotional behavior and cortisol. Infants scoring higher on the normative ERP factor were more distressed during separation, were reported by their parents to smile and laugh more, and had lower cortisol concentrations during ERP testing. These data were interpreted as reflecting the coordination of adaptive responding among different physiological and behavioral systems.  相似文献   

The Stressfulness of Separation among Nine-Month-Old Infants: Effects of Social Context Variables and Infant Temperament     

Megan R. Gunnar  Mary C. Larson  Louise Hertsgaard  Michael L. Harris  Laurie Brodersen 《Child development》1992,63(2):290-303

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A case for rethinking inclusive education policy creation in developing countries     

Jennifer Duke  Hitendra Pillay  Megan Tones  Julie Nickerson  Suzanne Carrington  Ailini Ioelu 《Compare》2016,46(6):906-928

This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclusive education policies for small developing countries and why policy developers borrow from other developed countries. The theoretical framework used to analyse observation data in this study is based on the notion that national process of development is a powerful influence in educational policy. The authors argue and advocate for the existing but overlooked strengths of the local knowledge community capacity when policy is borrowed from other countries, and how the findings of the case study contribute to future attempts at policy development. We found that the draft policy needs to and does reflect Samoan culture, values and vision. However, adopting foreign practices such as the individual education plan and placement rules is not relevant to the Samoan context. The identification and development of inclusive education beliefs, skills and practices in schools is a priority.  相似文献   

The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school   总被引：4，自引：1，他引：4  

Megan M. McClelland  Alan C. Acock  Frederick J. Morrison 《Early childhood research quarterly》2006,21(4):471-490

Recent research indicates that children's learning-related skills (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with poor learning-related skills fared throughout elementary school on reading and math. Latent growth curves indicated that learning-related skills had a unique effect on children's reading and math scores between kindergarten and sixth grade and predicted growth in reading and math between kindergarten and second grade. In addition, children with poor learning-related skills performed lower than their higher-rated peers on measures of reading and mathematics between kindergarten and sixth grade, with the gap widening between kindergarten and second grade. Between third and sixth grade, this gap persisted but did not widen. Discussion focuses on the importance of early learning-related skills as a component in children's academic trajectories throughout elementary school and the need for early intervention focusing on children's self-regulation and social competence.  相似文献   

Toddlers' and Preschoolers' Experience in Family Day Care: Age Differences and Behavioral Correlates     

Kryzer EM  Kovan N  Phillips DA  Domagall LA  Gunnar MR 《Early childhood research quarterly》2007,22(4):451-466

One hundred and twelve children, 56 toddlers and 56 preschoolers, were observed in their family child care settings to determine whether toddlers cared for in settings that also included preschoolers were, relative to the preschoolers, receiving more or less high-quality care and/or whether their functioning at child care appeared to be more or less dependent on aspects of the care providers’ interactions with the children. Quality of care was analyzed along two dimensions: sensitive/supportive care and structured care. Four indices of child functioning at child care were examined: integration in social activities, attention, positive mood, and angry/aggressive behavior. Results indicate that toddlers received less sensitive, supportive care than preschoolers in these mixed-age settings and toddlers were less socially integrated and less engaged in activities in the child care setting. Preschoolers displayed increased levels of angry/aggressive behavior relative to toddlers. In addition, associations of care provider behaviors and child functioning were larger for toddlers than preschoolers, suggesting that toddlers were more dependent on caregiver support for more successful functioning in these family child care settings. For both toddlers and preschoolers, care provider behavior and child functioning was generally poorer in settings with more children.  相似文献   

Writing with imagination: the influence of hot and cold executive functions in children with autism characteristics and typically developing peers     

Bourke  Lorna  Marriott-Fellows  Megan  Jones  Amanda  Humphreys  Lorna  Davies  Simon J.  Zuffiano  Antonio  López-Pérez  Belén 《Reading and writing》2020,33(4):935-961

Reading and Writing - The current study investigated the extent cognitive and emotion regulation deficits (i.e., executive functions) associated with autism impact on the development of imagination...  相似文献   

Adrenocortical Responses to the Strange Situation in Infants with Disorganized/Disoriented Attachment Relationships   总被引：2，自引：0，他引：2  

Louise Hertsgaard  Megan Gunnar  Martha Farrell Erickson  Melissa Nachmias 《Child development》1995,66(4):1100-1106

Salivary cortisol levels were assessed in 19-month-old infants following the Ainsworth Strange Situation procedure. 38 infants participating in Project Steep at the University of Minnesota served as subjects. Project Steep is a longitudinal intervention program designed to promote healthy parent-child relationships and to prevent emotional problems among children born to mothers who are at high risk for parenting problems. Following the Strange Situation, saliva samples were collected and assayed for cortisol, a steroid hormone frequently examined in studies of stress. Behavior during the Strange Situation was coded by trained coders, and attachment classifications were determined for each infant. Cortisol concentrations did not differ between the 6 Avoidant/Resistant (A/C) and 17 Securely Attached (B) toddlers. Toddlers ( n = 11) who were classified as having Disorganized/Disoriented (Type D) attachments exhibited higher cortisol concentrations than toddlers in the traditional (ABC) classifications. Results of this study were consistent with a model of stress reactivity that conceptualizes the organization of coping behaviors as a factor that mediates physiological stress responses.  相似文献   

Child Care Subsidy and Program Quality Revisited     

Becky F. Antle  Andy Frey  Anita Barbee  Shannon Frey  Jennifer Grisham-Brown  Megan Cox 《Early education and development》2013,24(4):560-573

Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings.  相似文献   

Special Issue: Self-Regulation in Early Childhood: Assessment and Educational Implications     

Megan McClelland  Shauna Tominey 《Early education and development》2013,24(5):880-881

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Student and teacher co-navigation of a course: following the natural lines of academic enquiry     

Mark Huxham  Megan Hunter  Angela McIntyre  Robin Shilland 《Teaching in Higher Education》2013,18(5):530-541

Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.  相似文献