A small-scale randomized efficacy trial of Carescapes: Enhancing children’s social development in child care homes     

Julie C. Rusby  Keith Smolkowski  Brion Marquez  Ted K. Taylor 《Early childhood research quarterly》2008

The quality of the child care environment and caregiver practices can potentially have significant, lasting impact on children’s social development. This study involves the development and a small-scale efficacy trial of the Carescapes program, a video-based training program that focuses on promoting positive social development in young children attending family child care. Fifty-seven caregivers who provided child care in their homes were randomly assigned to immediate intervention or waitlist control groups. Random coefficients analyses showed significant increased use of effective behavior management practices and decreased overall children’s problem behavior for the intervention group. A mediation model demonstrated that increases in effective behavior management practices were associated with decreases in problem behavior. A medium intervention effect was found for caregiver’s monitoring and a small effect for use of positive attention. These effects declined 5 months following the intervention. Implications for future efficacy and effectiveness studies in family child care settings that involve strategies to facilitate maintenance are discussed.  相似文献   

Quality Assurance and Quality Enhancement in Higher Education: Contested Territories?     

Ourania Filippakou  Ted Tapper 《Higher Education Quarterly》2008,62(1-2):84-100

  相似文献   

Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia     

Robin L. Peterson  Bruce F. Pennington  Richard K. Olson  Sally J. Wadsworth 《Scientific Studies of Reading》2014,18(5):347-362

Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal stability of subtype membership was fair and appeared stronger for phonological than surface dyslexia. Phonological dyslexia was associated with a pronounced phonological awareness deficit, but subgroups otherwise had similar cognitive profiles. Subtype did not inform prognosis. Results provide modest evidence for the validity of the distinction, although not for its clinical utility.  相似文献   

Mother and infant talk about mental states relates to desire language and emotion understanding   总被引：3，自引：0，他引：3  

Taumoepeau M  Ruffman T 《Child development》2006,77(2):465-481

This study assessed the relation between mother mental state language and child desire language and emotion understanding in 15-24-month-olds. At both time points, mothers described pictures to their infants and mother talk was coded for mental and nonmental state language. Children were administered 2 emotion understanding tasks and their mental and nonmental state vocabulary levels were obtained via parental report. The results demonstrated that mother use of desire language with 15-month-old children uniquely predicted a child's later mental state language and emotion task performance, even after accounting for potentially confounding variables. In addition, mothers' tendency to refer to the child's over others' desires was the more consistent correlate of mental state language and emotion understanding.  相似文献   

Continuity and Change in the Collegial Tradition   总被引：1，自引：0，他引：1  

Ted Tapper  & David Palfreyman 《Higher Education Quarterly》1998,52(2):142-161

This article has four main purposes: to explore the meaning of the idea of collegiality, to consider its importance in the governance of British institutions of higher education, to examine the pressures for change that have been exerted upon both the collegiate model of the university as well as upon the idea of collegiality, and to ascertain what relevance – if any – the idea of collegiality has in the context of a system of mass higher education. The article is a report upon ongoing research, of which interviews with some fifty Oxford academics and officials form the core of its empirical base. Naturally we welcome feedback. An important subtheme is our attempt to understand the process of change in British higher education. Our analysis suggests that the change process is best understood through an analysis of the interaction between state pressure for change and developments within the character of the academic profession.  相似文献   

Maternal Perinatal and Concurrent Anxiety and Mental Health Problems in Early Childhood: A Sibling-Comparison Study     

Line C. Gjerde  Espen M. Eilertsen  Thalia C. Eley  Tom A. McAdams  Ted Reichborn-Kjennerud  Espen Røysamb  Eivind Ystrom 《Child development》2020,91(2):456-470

Do associations between maternal anxiety symptoms and offspring mental health remain after comparing differentially exposed siblings? Participants were 17,724 offspring siblings and 11,553 mothers from the Norwegian Mother and Child Cohort study. Mothers reported anxiety and depressive symptoms at 30 weeks’ gestation, and 0.5, 1.5, 3, and 5 years postpartum. Child internalizing and externalizing problems were assessed at ages 1.5, 3, and 5, and modeled using multilevel analyses with repeated measures nested within siblings, nested within mothers. Maternal pre- and postnatal anxiety were no longer associated with child internalizing or externalizing problems after adjusting for maternal depression and familial confounding. Maternal anxiety when the children were in preschool age, however, remained significantly associated with child internalizing but not externalizing problems.  相似文献   

The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target?     

Seçil Gönültaş  Bilge Selçuk  Virginia Slaughter  John A. Hunter  Ted Ruffman 《Child development》2020,91(2):e280-e298

Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Whereas children's general reasoning about three groups was equivalent, accuracy of mental state inferences differed by target with more accurate mindreading of in-group targets compared to both sets of out-group targets. In this Turkish sample, mindreading of Syrian targets was the least accurate. Prejudice and perceived realistic threat predicted lower mindreading. These findings have important implications for understanding how similarity and intergroup processes play a role in children's mindreading.  相似文献   

Family and peer ethnic-racial socialization in adolescents' everyday life: A daily transactional model with ethnic-racial identity and discrimination     

Yijie Wang  Youchuan Zhang  Hannah Wadsworth 《Child development》2023,94(6):1566-1580

There is limited research on ethnic-racial socialization outside the family context (e.g., in peer groups). Using two-week, daily data from 177 U.S. ethnic-racial minority 9th graders in 2017–2020 (M_age = 14.48 years old; 51% females; 52% Black, 20% Latinx, 10% Asian American, 6% Native American, and 12% Other), this study tested a transactional model of family and peer ethnic-racial socialization, identity, and discrimination. Bidirectional associations were observed between family and peer cultural socialization across days (βs = .09–.10). Peer but not family cultural socialization promoted adolescents' ethnic-racial identity on the next day (βs = .07–.10). Ethnic-racial discrimination predicted greater next-day family ethnic-racial socialization (cultural socialization, preparation for bias; βs = .08–.11), whereas family and peer ethnic-racial socialization predicted next-day discrimination (βs = .11–.18). The differential roles of family and peer ethnic-racial socialization are discussed.  相似文献