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Brian Crittenden 《Interchange》1973,4(2-3):1-11
In planning for the reform of teacher education, how much of the existing educational and social structure can be taken for granted? Even if a satisfactory reform of teacher education depends on a large-scale transformation of society, some piecemeal improvements can and should be undertaken immediately. Three predominant perspectives of the process of education and their general implications for teacher education are considered. Finally, some suggestions are made on different types of training for different roles in the practice of education, on the place of theory, and on the balance between cognitive and affective aspects. 相似文献
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Theorists have long assumed that an individual's style of child-rearing was based, in large part, on his or her parents' style of parenting. The strongest evidence of such a generational effect comes from retrospective studies of disturbed adults. The present study is an attempt to provide some prospective evidence. Infants, aged 6 to 11 months, were videotaped interacting with their mother, with a sibling, and with a second adult. At each sibling age (from 2 to 10 years) one abused, one neglected, one problematic, and one normally reared infant was seen. The adult/sibling patterns of interaction were coded as abusive, neglecting, inept, or sensitive. Infant patterns were difficult, passive, and cooperative. Siblings were found to interact with the infant in a manner similar to that of their mothers suggesting that they had learned their style of interaction from their mothers. Although adequately reared siblings increased in sensitivity with age, maltreated siblings did not. The possibility that infant temperament had influenced both the mothers' and the siblings' style of interaction (and, therefore, accounted for their similarity) was tested using a second adult interactant. Adults were found to influence infants more than the reverse. These data provide evidence of a generational effect in the learning of parenting styles appearing as early as the third year of life. Moreover, they suggest that the effect is not attributable to infant temperament. 相似文献
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Maltreatment has serious consequences for the development of children. The reason for the negative outcomes is not, however, fully understood. This study investigated the hypotheses that psychological maltreatment would be present in almost all cases of physical maltreatment and that it would be more related to detrimental outcomes for children than would severity of injury. A sample of 175 maltreated children, 39 children in mental health treatment, and 176 normative children was assessed for type and severity of maltreatment. Both hypotheses were supported. In addition, evidence is provided that psychological maltreatment can occur alone, that assessments of parental psychologically maltreating behavior and negative child outcomes are highly correlated, and that child age and gender are unrelated to psychological maltreatment in young children whereas family income is related. Implications for investigation and treatment are considered. 相似文献
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