Effects of the COVID-19 pandemic on caregiver mental health and the child caregiving environment in a low-resource,rural context     

Helen O. Pitchik  Fahmida Tofail  Fahmida Akter  Jesmin Sultana  AKM Shoab  Tarique M. N. Huda  Jenna E. Forsyth  Natasha Kaushal  Tania Jahir  Farzana Yeasmin  Rizwana Khan  Jyoti B. Das  Md. Khobair Hossain  Md. Rezaul Hasan  Mahbubur Rahman  Peter J. Winch  Stephen P. Luby  Lia C. H. Fernald 《Child development》2021,92(5):e764-e780

Early child development has been influenced directly and indirectly by the COVID-19 pandemic, and these effects are exacerbated in contexts of poverty. This study estimates effects of the pandemic and subsequent population lockdowns on mental health, caregiving practices, and freedom of movement among female caregivers of children 6–27 months (50% female), in rural Bangladesh. A cohort (N = 517) was assessed before and during the pandemic (May–June, 2019 and July–September, 2020). Caregivers who experienced more food insecurity and financial loss during the pandemic reported larger increases in depressive symptoms (0.26 SD, 95% CI 0.08–0.44; 0.21 SD, 0.04–0.40) compared to less affected caregivers. Stimulating caregiving and freedom of movement results were inconsistent. Increases in depressive symptoms during the pandemic may have consequences for child development.  相似文献   

Explaining Constrains Causal Learning in Childhood          下载免费PDF全文

Caren M. Walker  Tania Lombrozo  Joseph J. Williams  Anna N. Rafferty  Alison Gopnik 《Child development》2017,88(1):229-246

Three experiments investigate how self‐generated explanation influences children's causal learning. Five‐year‐olds (N = 114) observed data consistent with two hypotheses and were prompted to explain or to report each observation. In Study 1, when making novel generalizations, explainers were more likely to favor the hypothesis that accounted for more observations. In Study 2, explainers favored a hypothesis that was consistent with prior knowledge. Study 3 pitted a hypothesis that accounted for more observations against a hypothesis consistent with prior knowledge. Explainers were more likely to base generalizations on prior knowledge. Findings suggest that attempts to explain drive children to evaluate hypotheses using features of “good” explanations, or those supporting generalizations with broad scope, as informed by children's prior knowledge and observations.  相似文献   

Does Religious Education as an examination subject work to promote community cohesion? An empirical enquiry among 14- to 15-year-old adolescents in England and Wales     

Leslie J. Francis  Tania ap Siôn  Ursula McKenna  Gemma Penny 《British Journal of Religious Education》2017,39(3):303-316

This study begins by examining the way in which, in both England and Wales, Religious Education has become implicated in political discussion regarding the role of education in promoting community cohesion. The relationship between taking Religious Education as an examination subject and attitude towards religious diversity (as an affective indicator of community cohesion) is then explored among 3052 14- to 15-year-old students. After controlling for contextual factors (school type and geographical location), personal factors (sex and age), psychological factors (psychoticism, neuroticism and extraversion) and religious factors (Christian affiliation, worship attendance, personal prayer and belief in God), a small but significant positive association was found between taking Religious Education as an examination subject and attitude towards religious diversity. This finding may be interpreted as supporting the view that Religious Education works to promote community cohesion, although the wider debate that the community cohesion agenda has generated among religious educators needs further exploration.  相似文献   

Counselor Education on Lesbian,Gay, and Bisexual Issues: Comparing Information and Attitude Exploration     

Tania Israel  Gail Hackett 《Counselor Education & Supervision》2004,43(3):179-191

The authors compared the effects of information‐based and attitude‐based interventions on counselor trainees' knowledge about and attitudes toward lesbian, gay, and bisexual clients. Analyses of variance indicated that providing information yielded higher knowledge levels than did not providing information and that the exploration of attitudes led to reporting more negative attitudes than did not exploring attitudes. The implications of the findings for counselor education and future research are discussed.  相似文献   

Editorial introduction: Transitions in the process of education     

Pernille Hviid MA Psychology  PhD  Tania Zittoun 《European Journal of Psychology of Education - EJPE》2008,23(2):121-130

This editorial introduction frames the special issue by highlighting its choices: examining transitions in the educational process, so as to highlight common features of many educational phenomena, often considered separately; and conceptualise transitions as time-embedded processes. Such theoretical choices raise methodological questions, among which, that of preserving the dynamics of education. Three main methodological options for doing so are considered: time reconstruction (verbal or graphic); real-time data gathering; and focus on the individual-social articulation. Each of the papers is thus presented through its specific methodological choices. Finally, two transversal characteristics of transitions are highlighted: the person-and-environment mutual responsiveness, and their inherent playfulness; some consequences for education are suggested.  相似文献