儿童研究的视域融合

根据研究取向的差异,儿童研究可分为基于成人视域的研究、基于儿童视域的研究、基于成人视域和儿童视域融合的研究。其中,基于成人视域的研究是成人本位的研究,成人在研究中发挥主体作用;基于儿童视域的研究是儿童本位的研究,儿童在研究中发挥主体作用;基于视域融合的研究是共生立场的研究,成人与儿童在研究中作为研究主体共同参与、共同发展。基于成人视域的研究和基于儿童视域的研究割裂了成年与童年、成人世界与儿童世界的内在联系,最终沦为了异化的"反儿童"研究;因此,有必要推进基于视域融合的研究,以期实现儿童生命与成人生命的绵延生长及儿童生活与成人生活的有机整合。     

让儿童成为儿童问题的研究者——促进儿童参与研究的策略

倡导儿童参与儿童问题研究的理论基础是儿童权利和儿童发展。本文从儿童参与儿童问题研究的领域和程度、研究设计与实施、推动策略等,探讨了儿童在儿童研究中的角色转变。儿童参与儿童问题的研究涉及家庭生活、学校教育、社会及其他与儿童利益相关的各个领域,各领域中儿童参与的程度存在差异。在推动儿童参与研究的过程中,应注意研究伦理、研究结构调整、儿童发展等问题。让儿童成为儿童问题研究的领导者关键策略在于,给予儿童研究技能指导,信任儿童能完成研究任务。     

国外超常儿童的认知发展研究综述

在最近 10年关于超常儿童的研究 ,已经把研究的重点从什么是超常儿童转移到了超常儿童如何进行思维 ,尤其是关于儿童早期阶段思维方面的研究。文章从认知发展的角度 ,对超常儿童在认知速度、背景知识、元认知、问题解决和策略能力等四个方面进行了综述 ,并指出了以后研究超常儿童的方向。     

国内儿童游戏空间研究述评——基于硕博论文的分析

游戏空间是儿童成长的重要空间。随着人文地理研究的社会转向和社会科学研究的空间转向,教育研究需要对空间概念有新的解读:教育空间不仅是物质空间,更是社会文化空间。对2002-2016年88篇儿童游戏空间研究硕博论文的分析发现,目前,儿童游戏空间的教育学研究欠缺,已有研究主要关注了儿童游戏空间的"自然地理性",忽视了儿童游戏空间的主观性、社会性和文化性,忽视了空间的教育生产性。儿童游戏空间的研究应重视空间的教育生产性和文化性,教育研究的空间转向是教育研究的新取向。     

叙事范式与历史感知：教育史研究的一种方法维度

郭法奇在《天津师范大学学报》（社会科学报）2009年第2期撰文指出,二十世纪六十年代以来西方儿童史的研究对儿童教育史研究具有重要的价值,一是提出了应当以辨证和发展的观点重新认识历史上“儿童观”的问题,二是提出了从儿童出发研究儿童存在及影响的问题,三是发掘了历史上儿童研究的新史料。     

国内儿童孤独感研究综述

随着我国儿童社会化研究的深入发展，儿童孤独感越来越受到心理学特别是儿童心理学和发展心理学的重视。本文总结了近十年来国内儿童孤独感研究的情况，从孤独感的测量、研究方法、影响孤独感的因素等几方面探讨了儿童孤独感研究的现状和发展趋势。     

“满足成长需要：儿童主动参与课程建构的实践研究”课题设计

儿童是课程的享用者,也是课程的建设者。＂满足成长需要：儿童主动参与课程建构的实践研究＂将＂满足儿童成长需求＂和＂儿童主动参与课程建构＂作为学校课程改革的两个重要主张,追求＂课程发展儿童,儿童促进课程建设＂的教育意旨。本文对课题研究的目标、内容、思路、方法和技术线路进行了系统设计,提出了自己的研究假设,对课题的创新之处进行了科学分析。     

从几幅儿童绘画作品解读当代儿童

我们在研究教学问题的时候．常常会出现两个倾向：一是研究教师如何教．二是研究学生如何学。然而．我们却忘记了儿童本身。习惯于按照成人的学习、思维和生活方式去理解儿童．是当前教育的一个最大问题。因此．解读儿童是我们研究教学的前提．解读儿童的角度是多维的。如校园流传的童谣、儿童的日常话语、儿童的作文等。而儿童绘画作品无疑是儿童对自我世界的一种真实写照．本文拟从一年级儿童的几幅绘画作品入手．试图对当代儿童进行解读．以期抛砖引玉．旨在希望广大教育研究者和教育实践者能走进儿童世界去认识儿童．并基于对当代儿童的解读去开展教学研究和教学实践。     

皮亚杰儿童道德发展理论评述

儿童的道德发展是儿童与教育心理研究的一个重要方面。本世纪二十年代末,瑞士儿童心理学家皮亚杰(J.Piaget)对儿童的道德判断进行了比较系统的研究,出版了《儿童的道德判断》(1932)一书,为现今儿童发展研究领域提供了一个理论框架和一套研究方法,把儿童道德     

教学相长的专业发展对教师的要求

儿童幸福感是儿童身心健康、乐群向上的综合指标。幸福感是儿童对其生活质量的直接评价与体验,蕴涵了儿童对生活的理解与领悟。是反映儿童身心综合状态的重要指数。研究儿童幸福感,就是揭示儿童对生活的整体感受、态度和评价,从积极和正面角度观察和判断儿童的身心发展现状。是对儿童个体的深切关怀。     

Perception of nonverbal social cues by regular education,ADHD, and ADHD/LD students

The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc.     

Motor correlates of ADHD: contribution of reading disability and oppositional defiant disorder

This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment.     

两类注意力缺损多动障碍儿童的差异及教育对策

两类ADHD儿童(伴多动ADHD和不伴多动ADHD型)在行为特征、学习表现、生理心理机制上存在差异,对于不同亚类型的ADHD儿童,教师应该采取不同的管理策略和教育方法,对伴多动的ADHD应以管理问题行为为主,采取行为矫正技术,而对不伴多动的ADHD的帮助应以提高其学习能力为主。     

Right hemisphere dysfunction in ADHD: visual hemispatial inattention and clinical subtype

The relationship between right hemisphere dysfunction and attention-deficit/hyperactivity disorder (ADHD) remains controversial. We administered a random letter cancellation test to 58 carefully selected adult patients meeting DSM-IV criteria for ADHD and 29 age- and education-matched controls. Patients with ADHD had a higher mean omission rate on the left side than the controls, and a greater percentage of ADHD patients than controls made more omissions on the left than on the right (L > R errors). ADHD patients who made L > R errors had lower performance IQ scores than ADHD patients who did not make L > R errors. However, ADHD patients who made L > R errors did not differ from ADHD patients who did not make L > R errors in ADHD subtype, medication response, or neuropsychological measures of attention, executive function, verbal memory, nonverbal memory, or academic achievement. Patients without a family history of ADHD were more likely to make L > R errors than patients with a family history of ADHD. This study provides support for the concept of right hemisphere dysfunction in a subset of patients with ADHD. However, ADHD patients who make L > R errors do not appear to represent a distinct clinical subgroup in terms of medication response, ADHD subtype, or neuropsychological test performance.     

Atypical Developmental Trajectories of Early Perception Among School-Age Children With Attention Deficit Hyperactivity Disorder During a Visual Search Task

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by cognitive deficits associated with attention. Prior studies have revealed the potential impact of ADHD on basic perception and cognitive ability in patients with ADHD. In this study, bilateral posterior P1 and N1 were measured in 122 Chinese children aged 7–12 years (64 with ADHD) to investigate the developmental characteristics of early perception during visual processing in school-age children with ADHD. For children with ADHD, a larger P1 activity with an atypical developmental pattern was evoked and observed for the visual search performance. These findings offer new insights into the mechanisms of cognitive developmental deficits and intervention techniques in children with ADHD.     

A synthesis on the research of the comorbidity of ADHD and LD in Korea: perspective and trend

Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders, and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally, we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary to conduct multidisciplinary research and international comparison research.     

Peer victimization in children with Attention‐Deficit/Hyperactivity Disorder

This study explored peer victimization in 9‐ to 14‐year‐old children with and without Attention‐Deficit/Hyperactivity Disorder (ADHD). The sample comprised 104 children, 52 of whom had a previous ADHD diagnosis. Children with ADHD had higher overall rates of self‐reported victimization by peers and parent‐ and teacher‐reported bullying behavior than did children without ADHD. The rates of victimization were especially high for girls with ADHD. Furthermore, children with ADHD reported higher frequencies of verbal, physical, and relational victimization than did children without ADHD. When data were pooled from children, parents, and teachers, children with ADHD were categorized as victims, bullies, and bully/victims significantly more often than were children without ADHD. Parent ratings of ADHD symptoms predicted self‐reported victimization by peers. Neither parent‐rated anxious‐shy behaviors nor parent‐ and teacher‐rated social skills predicted victimization by peers over and above ADHD symptoms. Parent ratings of oppositional behavior mediated the relationship between ADHD symptoms and parent‐ and teacher‐rated bullying. © 2008 Wiley Periodicals, Inc.     

Reading difficulties and attention‐deficit/hyperactivity behaviours: evidence of an early association in a nonclinical sample

Attention‐deficit/hyperactivity disorder (ADHD) often co‐occurs with reading disability. A cross‐sectional study in an Italian‐speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at primary school. Of the sample, 8.4% displayed RD; 7.0% had ADHD; 3.5% presented both RD and ADHD behaviours; 50% of the children with ADHD displayed RD; 41.9% of those with RD displayed ADHD behaviours. Low socioeconomic status was associated with a fourfold increased probability of displaying RD (odds ratio = 3.98), but not ADHD behaviours. In this nonclinical sample, we detected an early association between ADHD behaviours and RD. A key role in this association may be played by inattention symptoms, which occurred with significantly increased frequency also in the group presenting only RD.     

Objectivity of boys with attention-deficit/hyperactivity disorder (adhd) and their mothers when responding to a caricatured portrayal of adhd

In a recent theoretical model of Attention-Deficit/Hyperactivity Disorder (ADHD) it is proposed that a core deficit in response inhibition affects, among other things, an individual's objectivity in their reaction to events. In the context of this, the ability of boys diagnosed with ADHD objectively to differentiate their own behaviour from that of a caricatured portrayal of ADHD by Bart Simpson was examined. Four segments, each lasting 10–15 seconds, depicting ADHD related behaviours were isolated from a television episode of The Simpsons and shown in random order to 39 boys diagnosed with ADHD, their mothers, and two paediatricians. After watching each segment, the boys were asked to show how similar they believed their behaviours were to those exhibited by Bart Simpson by simultaneously placing two figures (one a replica of Bart and another representing themselves) on a chequer board. Mothers were subsequently administered the same procedure to indicate how they viewed their sons' behaviour in relation to Bart's. The distance measured between the two figures was representative of their levels of objectivity compared to a benchmark level set by the two paediatricians using the same chequer board procedure. While the results overall indicate that boys with ADHD and their mothers are able to make distinctions between caricatured and typical ADHD behaviours, the results are mediated by both ADHD subtype and the specific ADHD behaviour portrayed in the video segment.