Children's drawings provide a new perspective on teacher–child relationship quality and school adjustment     

Linda J. Harrison  Leanne Clarke  Judy A. Ungerer 《Early childhood research quarterly》2007

A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school.  相似文献   

Conceptions of the Self in Early Childhood: Territorializing identities     

Liselott  Borgnon 《Educational Philosophy and Theory》2007,39(3):264-274

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Parent-child interaction and conduct disorder     

Frances E. M. Gardner 《Educational Psychology Review》1992,4(2):135-163

This paper reviews recent research on the role of parent-child interaction in the etiology of children's conduct disorder. It examines the role of social and family factors in conduct disorder and the possible mechanisms by which these contextual factors might affect parent-child interaction and child problem behavior. A major focus is on research that has compared the patterns of interaction in families with and without conduct-disordered children, using observational methods, in order to test different theoretical explanations about how conduct disorder develops and is maintained. Further research is needed on the neglected area of positive parent-child interaction, which may be just as important as conflictual processes in determining the development of conduct disorder. Theoretical and methodological issues are raised about the problems of determining causality from correlational research, and the possibilities for naturalistic experimental studies are discussed.  相似文献   

社会文化理论视野下儿童发展评价的重要特征     

刘琳娜 《北京教育学院学报》2006,20(1):42-45

儿童发展评价是对儿童身体、认知、品德与社会性等方面的发展所进行的价值判断。社会文化理论视野下的发展是指在某一方向上质的变化,发展的方向部分地取决于文化、人际之间的需要以及特定的环境。这样一种定义就使得儿童发展评价发生了一系列的变化:从静态到动态、教学与评价从分离到结合,以及注重在真实情境中的评价。  相似文献   

部分发达国家幼儿照看和教育体制及其新政策概述   总被引：1，自引：5，他引：1  

和建花 《学前教育研究》2007,(7):111-115

随着社会观念的变革与经济的发展，法国、英国、德国、美国、澳大利亚等发达国家日益重视本国的幼儿教育，不仅免费的公立教育向3岁以下幼儿延伸，而且政府加大了对托幼机构的财政投入，以期促进社会公平、性别平等与国家人力资源的储备。这对我国幼教事业改革有着重要启示，我国政府应加强对幼教体制的宏观调控与财政支持。  相似文献   

An early reader two decades later: a follow‐up case study on the Metacognitive reading strategies of ‘Jan’     

Beverley A. Brenna 《Literacy》2011,45(2):55-61

This is a follow‐up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in Reading, 29 (2), 30–33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six‐year‐old ‘Jan’ is now almost 26, and a semi‐structured interview method was used to examine effects the previous study may have had on her development as well as her current preferences regarding reading strategies, comparing her profile to that of her past reading self. In addition, the contemporary qualitative study explores conclusions regarding the reading process that might assist educators in the teaching of reading as well as facilitate further research with young children. Results of this follow‐up study support involving young children as informants regarding their literacy events and imply the need for further research regarding adult readers, related to further understandings of the reading process and best educational practice.  相似文献   

“儿时留守”大学生和谐交往能力探析--基于江西省南昌市6所高校的调研     

傅琼  王意 《商丘职业技术学院学报》2015,(3)

和谐交往能力是指个体通过友好的方式,与他人和谐相处并完成良性人际交往活动和活动效率的能力。调研发现,“儿时留守”大学生和谐交往能力呈现出双重性：一方面具有和谐交往认知较清晰、和谐交往渠道较多元、和谐交往对象较多样、和谐交往依托较准确正常表征。另一方面,具有交往动机较为复杂、交往内容较为肤浅、交往心态较为偏执、交往技巧较为欠缺等问题表征。有效改进高校教学模式、不断调整家庭交流风格、逐步改变学生个性特征、大力调整学生交往心态、积极创建学生咨询体系,能够逐步克服问题表征,改进和提升“儿时留守”大学生的和谐交往能力。  相似文献   

What do Parents and Children talk about at a Natural History Museum?     

Cheryl To  Harriet R. Tenenbaum  Daniel Wormald 《Curator: The Museum Journal》2016,59(4):369-385

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The imperfect child in early twentieth-century Russia     

Andy Byford 《History of education》2017,46(5):595-617

The article discusses the role that conceptualisations of child ‘imperfection’ played in the rise and fall of Russian ‘child study’ between the 1900s and the 1930s. Drawing on Georges Canguilhem’s ideas on ‘the normal’ and ‘the pathological’, the article analyses practices centred on diagnosing subnormality and pathology in the Russian child population in the late tsarist and early Soviet eras. It first examines mutually competing normative regimes that framed categorisations of ‘imperfection’ among Russia’s children in the context of the empire’s accelerated, yet ambivalent modernisation during the 1900s–1910s. It then charts the expansion of this diagnostics in the first decade or so of the Soviet regime, following its shift in focus from the early-1920s’ ‘delinquent child’ to the late-1920s’ ‘mass child’. The article concludes with a discussion of the emergence, over this same period, of the Russian field of medicalised special education known as ‘defectology’. It argues that defectology’s disciplinary specificity crystallised in 1936 around a purposely restrictive concept of ‘imperfection’, understood as individualised and clinically established pathological ‘impairment’. The latter conceptualisation became fixed at the height of Stalinism as a strategic counter to the expansive flux in which the diagnostics and conceptualisation of child ‘imperfection’ had otherwise been over the first three decades of the twentieth century in the context of the remarkable rise of child study during this period.  相似文献   

Behavior problems in elementary school among low-income boys: The role of teacher–child relationships     

Brian Andrew Collins  Erin Eileen O'Connor     《The Journal of educational research》2017,110(1):72-84

The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.  相似文献