儿童是自然的存在     

姚伟 《学前教育研究》2005,(7):5-7

童年期的出现是人类特殊的进化过程的产物，童年期的延长是生物进化与社会文化发展的必然要求和产物。童年是自然赋予，剥夺儿童享受童年的乐趣，就是剥夺儿童的生命权，是对自然人性的扭曲，对自然规律的践踏。  相似文献   

儿童与老人交际语言的对比研究     

姚俊 《嘉应学院学报》2002,20(1):73-77

本文通过比较儿童语言和老人语言的特点来验证有关老人语言能力的所谓倒置 -U型模式 ( inverted-U model)。文章前两部分分别对儿童和老人的言语风格和交际技巧进行了详细的分析和描述 ;第三部分根据前面的描述 ,指出两个不同年龄群体使用的交际语言之异同 ;最后 ,文章从认知学和社会语言学的角度剖析了造成两者异同的原因。  相似文献   

浅析二胎“老大”的心理问题与应对策略     

张丹妮 《教育教学论坛》2019,(24):57-58

以“全面二胎”的特殊政策为背景,基于调查与研究,笔者发现“老大”容易出现嫉妒、逆反和自卑三类心理问题。针对这些心理问题,本文提出了“关注心理征兆,做好思想引导”、“合理配置关爱,改进教养方式”、“加强关注预防,提升相关工作”等应对策略。  相似文献   

妊娠期抗微生物药物的合理选用     

曹姣玲 《洛阳师范学院学报》2001,20(5):142-143

论述了各类抗微生物药物对胎儿、新生儿的主要影响 ,明确指出了妊娠不同时期禁用及可以安全使用的抗微生物药物 .  相似文献   

让幼儿主动探究的指导策略     

赵惠玲 《开封教育学院学报》2003,23(3):35-37

幼儿的学习是一个主动建构的过程，孩子探究和学习的特点是我们教育活动构成的依据，教育应从孩子的兴趣、需要和原有水平出发，不断调整和生成与教育目标相适宜的教育内容，从而促成幼儿的兴趣、需求和原有水平与教育目标的结合，最大限度的实现幼儿主动的、合乎教育目的的发展。为此，教师要通过提供幼儿探究的材料、环境及表达和交流的机会，为幼儿创造自主探究学习的条件，促使幼儿的主动建构。  相似文献   

一部不朽的少年成长小说--试析马克·吐温的《哈克贝里·芬历险记》     

张淑玲 《青岛职业技术学院学报》2003,16(2):14-17

许多评论者认为<哈克贝里·芬历险记>不是一部真正的儿童文学作品,而本文从儿童文学的角度出发,对哈克成长过程中的反叛和追求、矛盾与痛苦、自我的认同以及艺术手法等几个方面进行了阐述和论证,认为它是一部不朽的少年成长小说.  相似文献   

Psychologic implications of the maltreated-child syndrome     

Antonio Martinez-Roig  Francisco Domingo-Salvany  Jose Llorens-Terol  Jose M. Ibañez-Cacho 《Child abuse & neglect》1983,7(3):261-263

A retrospective investigation of 97 psychologically maltreated children showed a clear relationship between clinical symptoms and the intensity of the abuse. Parental neglect resulted in impairment of intellectual and locomotor development and emotional and behavioral disorders. Neurotic manifestations of regressive type appeared in nearly half the preadolescents who suffered severe psychological abuse. Children under 6 years of age presented functional symptoms, including regression in toilet training and sleep disorders secondary to inadequate mothering.  相似文献   

Callous–unemotional (CU) traits in adolescent boys and response to teacher reward and discipline strategies     

Jennifer L. Allen  Amy Morris  Celine Y. Chhoa 《Emotional and Behavioural Difficulties》2016,21(3):329-342

The aim of this study was to investigate the relationship between callous–unemotional (CU) traits and response to rewards and discipline in adolescent boys using a mixed-methods approach. Participants comprised 39 boys aged between 12 and 13 years and 8 teachers. Quantitative findings showed that CU traits were significantly related to punishment insensitivity, controlling for conduct problems, autism symptoms and hyperactivity. In contrast, there was no significant association between CU traits and reward sensitivity. Qualitative analysis indicated that teachers view children high in CU traits as responsive to fewer reward and discipline strategies, and strategies need to be implemented and monitored with care to avoid unintended, undesirable outcomes. However, time out, praise, support from other staff and maintaining a positive teacher–child relationship were identified as effective strategies. Findings emphasise the need to carefully select, modify and implement existing evidence-based classroom behaviour-management strategies with high-CU children.  相似文献   

Pupil involvement in special educational needs disagreement resolution: some perceived barriers to including children in mediation   总被引：1，自引：0，他引：1  

Kirstie Soar  Katie Burke  Katia Herbst  Irvine Gersch 《British Journal of Special Education》2005,32(1):35-41

Recent legislation in England has encouraged the use of disagreement resolution and mediation and emphasised the need to involve pupils in their own schooling. These policies apply in the educational system generally, but are particularly significant in the area of special educational needs (SEN). Kirstie Soar, a lecturer in the School of Psychology at the University of East London; Katie Burke, a PhD student at Salford University, Manchester; Katia Herbst, an independent researcher offering research and development services to the not-for- profit sector; and Professor Irvine Gersch, Director of the MSc educational psychology programme at the University of East London, set out to examine how pupil involvement in informal disagreement resolution has developed across 11 English regions since its introduction. The research consisted of 12 in-depth interviews with local education authority (LEA) SEN officers, mediators and parent partnership officers (PPOs) involved in informal special educational needs disagreement resolution. The aims of the study were to determine how far children were actually involved in mediation and what, if any, barriers existed which were seen to restrict such pupil involvement. A thematic analysis of interview content was conducted. Four major themes emerged, including: the distinction between direct and indirect pupil involvement; the importance of the child's view and how it is elicited; the role of other agencies; and other barriers to pupil involvement in informal disagreement resolution. Direct pupil involvement was found to be limited and variable, but indirect pupil involvement was more prevalent. In this article, the authors note a series of recommendations concerning pupil involvement in the mediation process and, in conclusion, put forward the implications of their work for future policy, practice and research.  相似文献   

Teacher and Parent Perspectives on Looping     

Archana V. Hegde  Deborah J. Cassidy 《Early Childhood Education Journal》2004,32(2):133-138

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