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Adina M. Seidenfeld Stacy R. Johnson Elizabeth Woodburn Cavadel Carroll E. Izard 《Early education and development》2014,25(7):933-948
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on ToM to help promote socioemotional learning, specifically EK. This consideration may be most fruitful when the targeted population is at risk. 相似文献
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Literacy instruction was observed in 6 fourth-grade and 4 fifth-grade classrooms over the course of 1 year. Using the method of constant comparison, commonalities among classrooms were identified in the areas of reading instruction, writing instruction, instructional materials, instructional goals, management, and classroom motivational orientation. Teachers in all classrooms provided a combination of authentic reading and writing experiences and explicit skills instruction. Dimensions of difference among classrooms were also identified with respect to the same set of instructional components. One important way that the classrooms differed was with respect to the methods and materials that each teacher considered to be the core of his or her pedagogy (e.g., one teacher's instruction centered on trade books and process writing, another's on cooperative exploration as part of theme-driven instruction). There were also some striking omissions noted in the instruction observed, including a lack of instruction in comprehension strategy and little or no instruction in self-regulation. In summary, contemporary fourth- and fifth-grade literacy instruction was found to be extremely complex, involving many teacher decisions about how it should proceed. The teachers described here managed this complexity by focusing on a particular set of instructional practices as the defining emphases around which their literacy programs were implemented. 相似文献
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Reading and Writing - The inclusion of technology in schools, coupled with the importance of promoting reading for students with difficulties in particular, has increased the need for investigating... 相似文献
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Stacy R. Johnson Adina M. SeidenfeldCarroll E. Izard Roger Kobak 《Early childhood research quarterly》2013
Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start classroom environments on the development of prosocial behavior among children with caregivers high in depressive symptomatology. We initially examined the association between caregiver depressive symptoms and children's starting levels of prosocial behavior and then tested classroom emotional support as a moderator of the relation between caregivers’ depressive symptoms and children's prosocial behavior development during the school year. The sample of 194 Head Start preschoolers in 28 classrooms was part of a larger study designed to test the effects of an emotion-based prevention program. As expected, caregivers’ levels of depressive symptoms predicted lower starting levels of prosocial behavior. However, classroom emotional support promoted improvements in prosocial behavior for the children of the caregivers high in depressive symptomatology. The implications of these findings for the development of preventive interventions are discussed. 相似文献
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Adina Simona Zemanek 《Culture, Theory & Critique》2018,59(2):119-138
ABSTRACTThis paper, based on textual analysis and interviews, offers a complementary perspective of scholarly studies of nation branding which focus on the state and corporate elites involved in such undertakings. It places grassroots initiatives in branding Taiwan through tourist souvenirs and other video and graphic materials against the larger background of cultural policies and official branding campaigns, and shows grassroots actors’ complex entanglement with official institutions, policies and discourses despite declared scepticism towards the latter and a low degree of direct collaboration. It compares official and grassroots messages and argues that the latter are more coherent; capture a local specificity and encourage a tourist gaze centred around the ‘human touch’ theme; distance themselves from China, the significant ‘other’ of Taiwanese nationalism; and markedly highlight an epistemological and representational strategy based on individual, sensorial experience, which may constitute a response to biased and untrustworthy state national narratives of the martial law era. 相似文献
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This study investigated the narrative scaffolding styles of Spanish-speaking and English-speaking mothers as they engaged their preschool-aged children in family reminiscing and book sharing interactions. Specifically, the study examined the dimensions of narrative elaboration and participation in mothers' scaffolding styles across the 2 narrative tasks. Cluster analyses identified 2 styles of maternal scaffolding for each context, differing in the degree to which mothers elaborated, the manner in which they did so, and the extent to which they encouraged child participation. Findings highlight the importance of both narrative elaboration and narrative participation as defining dimensions of maternal scaffolding styles. Results are discussed in relation to variations in socialization practices and the role these practices might play in children's development. 相似文献
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This article reports an investigation of some of the skills needed for the critical reading of physics texts. To assess these skills a reading comprehension test was developed that combines features of errordetection and true–false–unreported tests. This test was administered to college students of physics, and the results were analyzed statistically to determine the separability of the skills and their hierarchical ranking. It was found that the skill required to comprehend texts in continuous format is of a higher level than and separable from the skill required to comprehend texts in the form of a separated list of statements. The skill required to discriminate unreported statements from the others (true and false) was found to be of a higher level than and separable from the skills required to make the other discriminations. The relation between the students' reading comprehension skills and their problem-solving ability was also investigated. Students' scores on reading comprehension of texts that require a very low problem-solving ability were found to be uncorrelated to their grades on solving problems that require a very low decoding ability. This implies that the two abilities are independent. 相似文献