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Navaz Peshotan Bhavnagri 《Early education and development》1999,10(4):551-571
This study investigated mothers' stress as a predictor of her instructional strategies for promoting peer relationships in preschool children. Forty-two low income African American mothers responded to structured interviews on the teaching strategies they frequently used to facilitate peer interactions of their two to three- and-a-half-year-old children. Mothers' stress was measured by The Parenting Stress Index-Short Form. Using regression analysis, three stress predictors of mothers' strategies to promote peer relationships were examined: parental distress, difficult child, and parent-child dysfunctional interactions. The three predictors of stress had a differential impact on mothers' instructional strategies. As stress increased: (a) when teaching their own children, mothers more frequently used strategies that reduced antisocial behaviors and less frequently used the strategies that promoted pro-social behaviors towards peers; (b) when teaching their children's peers, mothers less frequently used strategies that would directly benefit these children. Educational implications of these findings for stressed parents, professionals who work with stressed parents, as well as those professionals who teach parent educators are examined. 相似文献
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Mothers and fathers from 100 first-generation, Gujarati, Indian immigrant families were interviewed about their socialization values and practices. Adolescents provided data about their parents' behavior as well. 3 predictors of parental attitudes and behavior were examined: modernity, acculturation, and time in the United States. The effects of the predictors varied as a function of parent and child gender. Whereas modernity and acculturation predicted socialization values for fathers of girls, only time in the United States predicted the socialization values of mothers. Parental modernity, acculturation, and time in the United States predicted the use of induction and psychological control, but differently as a function of parent and child gender. Implications for understanding the selective nature of acculturation are considered. 相似文献
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Heather C. Janisse Xiaoming Li Navaz P. Bhavnagri Cassandra Esposito Bonita Stanton 《Early education and development》2018,29(2):229-244
Research Findings: The current study examined the impact of daily classroom computer use on the cognitive development of preschool children in 14 urban Head Start classrooms. The sample consisted of 208 predominantly African American low-income children with a mean age of 48.8 months. A quasi-experimental design was used in which 7 classrooms had computers and 7 classrooms served as the control. Assessments were made at baseline and at 6, 12, and 18 months. Hierarchical linear modeling was used to assess differences between the computer and control groups on cognitive developmental trajectories. Children in the computer condition displayed significantly greater increases in quantitative development than did children from the control condition. Practice or Policy: Children’s access to computers at home and at school has become increasingly prevalent. However, there is still a substantial disparity in access to technology between different socioeconomic groups. The preschool years may offer a promising opportunity to close this gap in access; however, little is known about the impact of computers on the developing minds of children, particularly those from low-income African American families. Findings from the current study suggest that daily use of computer centers in the Head Start classroom may benefit quantitative outcomes for young children. 相似文献
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The showcase writing portfolio process was introduced for nine weeks to eighteen first grade students as an instructional intervention strategy to significantly increase: 1) quality of writing as assessed by the modified holistic rubrics, 2) quantity of writing as assessed using a count of total words written and number of words per journal entry, and 3) motivation to write as assessed by the frequency of visitation to the writing center. Using a t-test analysis, there was a significant increase on all three post assessment measures, as compared to the pre-assessment measures. Thus, the showcase writing portfolio process is an effective teaching strategy for improving writing. The educational implications and significance of this research are: 1) the intervention can be readily integrated into existing early literacy practices advocated in an early childhood curriculum; 2) the measure can be easily used by classroom practitioners for assessment of writing products and processes; 3) the study expands practitioners' uses of the portfolio process as a teaching and motivating methodology. 相似文献
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This article demonstrates evidence-based practice that integrates movement education with children’s literature, in order
to promote cooperation among Bengali kindergarteners, from an urban public school in Midwestern USA. First, the authors argue
the need for this integration based on limitations of previous scholarship. Second, authors present their developmentally
and culturally appropriate conceptual framework based on Bhavnagri and Samuel’s research, along with the theory of cooperation
and schema development. Third, children’s understanding of cooperation concepts (helping, turn taking, sharing, dividing labor,
negotiating, coordinating, exchanging information, and perspective taking) embedded in literature are analyzed. Concomitantly,
children demonstrated same cooperation sub-skills during four movement activities related to the stories. Fourth, authors
reflect that cooperation was successful because activities met Johnson and Johnson’s guidelines of high social interactions,
high emotional involvement, and effective communication. Finally, the authors recommend that integration of cooperation and
movement education is beneficial for educational programs in diverse settings. 相似文献
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