Early childhood education and care educators supporting parent-child relationships: a systematic literature review     

Amanda O’Connor  Andrea Nolan  Heidi Bergmeier  Merrilyn Hooley  Craig Olsson  Warren Cann 《Early Years: An International Journal of Research and Development》2017,37(4):400-422

Building strong relationships between children and parents is vital for children’s social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator–child, educator–parent, parent–child). Educators build relationships with children and parents, yet their influence on parent–child relationships is not well understood. Therefore, an evaluation of interventions/programs designed to promote parent–child relationships in ECEC settings (long day care, occasional care and preschool) and a range of settings (play groups, community groups and health centres) was conducted. The search revealed 21 peer-reviewed studies and seven interventions: two conducted in ECEC settings and five in a range of parent–child support settings. All studies reported intervention efficacy, yet none examined educators’ influence on parent–child relationships. Investigation into current educator practices is recommended to ensure educators are supported to promote and nurture parent–child relationships, consequently strengthening children’s social and emotional development.  相似文献   

Beginnings Again: Looking for Education in American Histories     

Donald Warren 《History of education quarterly》2003,43(3):393-409

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Validity of self-report measures of girls' pubertal status   总被引：10，自引：1，他引：10  

J Brooks-Gunn  M P Warren  J Rosso  J Gargiulo 《Child development》1987,58(3):829-841

To understand the meaning of somatic changes to the adolescent and their possible effects on behavior, developmentalists have begun to examine maturational timing and status in detail. Efforts have been hampered by the necessity of obtaining somatic growth data by physician examination. In the present study, 3 self-report methods for rating secondary sexual characteristic growth were compared to physician ratings; the accuracy of self-reported height and weight also was assessed. Specifically, 151 11-, 12-, and 13-year-old girls rated their breast and pubic hair development using schematics of the 5 Tanner stages and filled out the Pubertal Development Scale (PDS); their mothers also rated their daughters' development using the Tanner stage schematics. The correlation with physician Tanner ratings was .82 for self-ratings, .85 for ratings by the mother, and between .61 and .67 for self-reports on the PDS. The correlations for self- and actual reports of weight and height were .98 and .75, respectively. The usefulness of the PDS, Tanner ratings, and self-reported height and weight as adequate estimates of pubertal development is discussed.  相似文献   

Antibacterial and anti-biofilm activity of the lipid extract from <Emphasis Type="Italic">Mantidis ootheca</Emphasis> on <Emphasis Type="Italic">Pseudomonas aeruginosa</Emphasis>     

Wen-dong Wang  Nan-nan Zhang  Warren Chanda  Min Liu  Syed Riaz ud Din  Yun-peng Diao  Lei Liu  Jing Cao  Xiao-li Wang  Xing-yun Li  An-hong Ning  Min Huang  Min-tao Zhong 《Journal of Zhejiang University. Science. B》2018,19(5):364-371

The aim of this study is to assess the antibacterial and anti-biofilm properties of the lipid extract from Mantidis ootheca against the gentamycin resistant Pseudomonas aeruginosa. The chemical composition of the lipid extract and its relative proportion were determined using the technique of gas chromatography coupled with mass spectrometry (GC-MS). Antibacterial susceptibility tests were performed using a disc diffusion assay and the minimum inhibition concentration (MIC) was determined by way of the agar dilution method. The anti-biofilm test was carried out with crystal violet staining and scanning electron microscopy (SEM). There were 16 compounds detected, and the most abundant components were sesquiterpenoids, monoterpenes, and trace aromatic compounds. The MIC for P. aeruginosa was 4 mg/ml and the eradication effect on preformed biofilms was established and compared with a ciprofloxacin control. The results of our study indicated that a lipid extract from M. ootheca could be used as a topical and antibacterial agent with anti-biofilm activity in the future.  相似文献   

Custom-Fit Parenting: How Low- and Well-Accepted Young Adolescents Benefit from Peer-Related Parenting     

Kelly M. Tu  Kim D. Gregson  Stephen A. Erath  Gregory S. Pettit 《Parenting, science and practice》2017,17(3):157-176

Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment.  相似文献   

Sustainable development,higher education and pedagogy: a study of lecturers' beliefs and attitudes   总被引：1，自引：3，他引：1  

D. R. E. Cotton  M. F. Warren  O. Maiboroda  I. Bailey 《Environmental Education Research》2007,13(5):579-597

Education for sustainable development (ESD) is playing an increasing role in the higher education curriculum. However, little previous research exists on lecturers' understanding of and attitudes towards sustainable development. This study used an online questionnaire to investigate lecturers' views of sustainable development and its contribution to the higher education curriculum. The questionnaire asks lecturers from a variety of different disciplines about their views on appropriate pedagogy for ESD, and gives insights into the potential opportunities for and barriers to the incorporation of ESD into higher education. The findings of this survey reveal a wide range of understandings of sustainable development within this institution—and a high level of critical debate about the concept itself. In common with some previous research, there are indications that many lecturers find the language of ESD inaccessible. Despite this, a fairly high level of support for sustainable development is expressed across all discipline areas and a range of suggestions about appropriate pedagogies for ESD are raised. However, the extent to which this enthusiasm can be translated into practical changes to the higher education curriculum remains less certain.  相似文献   

Teacher behaviours and student task involvement within small group and individual activity settings     

Warren Beasley 《Research in Science Education》1983,13(1):121-132

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Teacher classroom management styles with beginning high school students     

Jim Butler  Warren Beasley 《Research in Science Education》1988,18(1):177-185

Initial encounters are uncertain, problematic and exploratory in character compared to routine encounters when the rules have been stabilised. More needs to be known about the strategic resources brought into play by teachers and puplis as they mould the social and academic, topography of different kinds of classrooms (Beynon, 1985, p. 4).  相似文献   

Developmental counseling and the educational process     

Louise M. Valine  Warren J. Valine 《International journal for the advancement of counseling》1981,4(2):165-170

Summary This paper has presented a model that includes a cooperative effort of the teacher and the school counselor. The goal is a more productive and healthy learning environment for the child in school.First, a recognition that today's emphasis is on remedial and orises situations was discussed. Second, although many persons are responsible for a child's learning, efforts are often fragmented and lack continuity. Finally, a model was presented in which the teacher and the counselor act cooperatively as a team, each one assuming the active or supportive role according to the needs of the child and the recognized expertise of the adult.  相似文献   

Proposed core curriculum     

Warren Treadgold  Ralph Hancock  Rodler Morris  Thomas Payne 《Academic Questions》1991,4(4):12-13

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