Preschool Children's Evolving Conceptions of Badness: A Longitudinal Study     

Marie S. Tisak  Jeanne H. Block 《Early education and development》1990,1(4):300-307

The purpose of this research was to investigate longitudinally preschool children's conceptions of badness. Forty children from the Block and Block study of personality and cognitive development were interviewed at ages 3, 4, and 5 years. When asked to generate things children do that are “bad”, preschoolers predominately generated events entailing negative consequences to others, that is, moral transgressions. They also mentioned events pertaining to conventional violations, emotional expressions, prudential situations, and punishments, but these were comparatively rare. The moral transgressions generated involved physical harm, property violations, and inter- personal trust violations. Physical harm was referred to significantly more often than the latter two moral categories. These findings were stable across the preschool years.  相似文献   

Parental interactions with Latino infants: variation by country of origin and English proficiency   总被引：2，自引：0，他引：2  

Cabrera NJ  Shannon JD  West J  Brooks-Gunn J 《Child development》2006,77(5):1190-1207

This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between Mexican-American infants, who had lower mother-infant interaction scores and less father physical play than did the other Latino infants, were associated with differences in acculturation (both parents' English proficiency). Indicators of acculturation and paternal reports of happiness with partner were associated with paternal engagement. Indicators of acculturation were also related to mother-infant interactions. Infant cognitive scores were associated with maternal interaction but not father engagement, and maternal but not paternal mental health.  相似文献   

Educational drama in the teaching of education for sustainability     

Marie Jeanne McNaughton 《Environmental Education Research》2004,10(2):139-155

In this paper, I describe part of my research project that examines the use of Educational Drama in Education for Sustainability in the upper stages of the primary school (10‐ and 11‐year‐olds). Central to the research is a small‐scale qualitative research study. Here, I describe the educational focus of the study and outline the methodology. Central to the study was a series of drama lessons (taught by me) based on environmental themes. The lessons link with some of the key aims in Education for Sustainability—to help young people to develop awareness, knowledge and concepts, to encourage positive attitudes and personal lifestyle decisions and to help them to acquire action skills in and for the environment. The locus is within the Scottish education system. A number of key data were generated during the teaching and evaluation of the lessons. These take the form of field notes, children's evaluations of their work and learning, observation schedules, taped interviews with participants and observers and videotapes of the lessons. The analysis of the data is ongoing, but already there is substantial evidence to suggest that the drama was instrumental in helping the children to achieve the learning outcomes set for the lessons. Some of that evidence is presented here. I suggest that the active, participative learning central to drama is particularly useful for allowing children to develop skills in communication, collaboration and expressing ideas and opinions. Also, the immersion in the imagined context and narrative, integral to the ‘stories’ in the drama, allows the children to feel sympathy for and empathy with people who are affected by environmental issues and problems. In giving the children a context for research and in helping them to plan solutions and to suggest alternatives, the drama allows the participants opportunities to rehearse active citizenship and facilitates learning in Education for Sustainability.  相似文献   

The Antecedents of Menarcheal Age: Heredity, Family Environment, and Stressful Life Events   总被引：5，自引：0，他引：5  

Julia A. Graberc  Jeanne Brooks-Gunn  Michelle P. Warren 《Child development》1995,66(2):346-359

Variations in pubertal timing, specifically age at menarche, have been associated with several antecedents, both genetic and environmental. Recent research has considered a broader range of environmental stressors and their influence on the development of the reproductive system. In this investigation, the following possible antecedents were considered: ( a ) hereditary transmission, ( b ) weight and weight for height, ( c ) stressful life events, ( d ) family relations, ( e ) absence or presence of an adult male in the household, and ( f ) psychological adjustment. Subjects were 75 premenarcheal girls between the ages of 10 and 14 drawn from a larger longitudinal investigation of adolescent development. Girls were from white, well-educated, middle- to upper-middle-class families and attended private schools in a northeastern urban area. While breast development, weight, family relations, and depressive affect were predictive of age at menarche, family relations predicted age at menarche above the influence of breast development or weight. A trend for maternal age at menarche to predict adolescent's age at menarche was found. Weight for height, presence of an adult male in the household, and stressful events were not predictive of age at menarche. These complex interactions of biological and psychosocial development demonstrated here may account to some extent for the inter- and intraindividual variation observed in pubertal development.  相似文献   

A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD     

Wanzek J  Vaughn S  Wexler J  Swanson EA  Edmonds M  Kim AH 《Journal of learning disabilities》2006,39(6):528-543

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.  相似文献   

Achievement goals,efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases     

Jeanne M. Friedel  Kai S. Cortina  Julianne C. Turner  Carol Midgley 《Contemporary educational psychology》2007

This study examines children’s perceptions of the achievement goals parents and teachers emphasize for them in mathematics, and the relation of these goals to children’s personal achievement goals, self-efficacy beliefs, and coping strategies. Results indicated that children’s perceptions of both parent and teacher mastery and performance goal emphases predicted children’s personal goals. Further, children’s personal goals mediated the relation between perceived parent and teacher goal emphases and children’s efficacy beliefs and coping strategies. Children’s perceptions of parent and teacher emphasis on performance goals varied slightly by gender but not ethnic background, whereas variance across groups in perceptions of mastery emphases did not reach practical significance. Relations between goal perceptions, personal goals, efficacy and coping strategies also did not vary by gender or ethnic background. Implications for future research regarding the goals children perceive to be emphasized in home and school contexts, and their importance for children’s adaptive beliefs and behaviors in mathematics, are discussed.  相似文献   

A nationwide epidemiologic modeling study of LD: risk, protection, and unintended impact     

McDermott PA  Goldberg MM  Watkins MW  Stanley JL  Glutting JJ 《Journal of learning disabilities》2006,39(3):230-251

Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.  相似文献   

Kinematic measures and stroke rate variability in elite female 200-m swimmers in the four swimming techniques: Athens 2004 Olympic semi-finalists and French National 2004 Championship semi-finalists     

Hellard P  Dekerle J  Avalos M  Caudal N  Knopp M  Hausswirth C 《Journal of sports sciences》2008,26(1):35-46

The aim of this study was to assess stroke rate variability in elite female swimmers (200-m events, all four techniques) by comparing the semi-finalists at the Athens 2004 Olympic Games (n = 64) and semi-finalists at the French National 2004 Championship (n = 64). Since swimming speed (V) is the product of stroke rate (SR) and stroke length (SL), these three variables and the coefficient of variation of stroke rate (CV(SR)) of the first and second 100 m were determined (V1, V2; SR1, SR2; SL1, SL2; CV(SR)1, CV(SR)2) and differences between the two parts of the events were calculated (DeltaV; DeltaSR; DeltaSL; DeltaCV(SR)). When the results for the four 200-m events were analysed together, SR1, SR2, SL1, and SL2 were higher (alpha = 0.05, P< 0.001) and DeltaV, DeltaSR, and DeltaCV(SR) were lower (P< 0.01) in the Olympic group than in the National group. The Olympic-standard swimmers exhibited faster backstrokes and longer freestyle strokes (P < 0.05). Both CV(SR)1 and CV(SR)2 were lower for freestyle and backstroke races in the Olympic group than in the National group (P < 0.001). Our results suggest that stroke rate variability is dependent on an interaction between the biomechanical requisites of the task (techniques) and the standard of the swimmer.  相似文献   

Selected resources for emergency and disaster preparedness and response from the United States National Library of Medicine     

Hochstein C  Arnesen S  Goshorn J  Szczur M 《Medical reference services quarterly》2008,27(1):1-20

The Toxicology and Environmental Health Information Program (TEHIP) of the National Library of Medicine (NLM) works to organize and provide access to a wide range of environmental health and toxicology resources. In recent years, the demand for, and availability of, information on health issues related to natural and man-made emergencies and disasters has increased. Recognizing that access to information is essential in disaster preparedness, a new focus of NLM's 2006-2016 Long Range Plan calls for the establishment of a Disaster Information Management Research Center (DIMRC) that will aid in collecting, disseminating, and sharing information related to health and disasters. This paper introduces several of TEHIP's resources for emergency/disaster preparedness and response, such as the Radiation Event Medical Management Web site (REMM) and the Wireless Information System for Emergency Responders (WISER) . Several of NLM's other disaster preparedness and response resources will also be reviewed.  相似文献   

Using Children's Stories to Promote Peace in Classrooms     

Vivian Gunn Morris  Satomi Izumi Taylor  Jeanne T. Wilson 《Early Childhood Education Journal》2000,28(1):41-50

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