主体间性视角下改革课堂听力测验内容的教学实践

基于主体间性的理论,依据我国现行大学英语四六级考试的听力题型,结合所教学生均为法律专业学生这一特点,作者在设计课堂听力测验的内容时,凸显学生的主体地位,合理有效地将学生的意图和价值融入测试内容,从短对话、长对话、短文理解及短文听写等方面进行探索和改革,从而强化课堂教学效果,促进教学相长。     

儿童孤独症及其行为疗法

儿童孤独症是一种广泛性发展障碍,以严重的、广泛的社会相互影响和沟通技能的损害以及刻板的行为、兴趣和活动为特征。由于儿童孤独症和童年期发病的精神分裂症等常常被混为一谈,因此认识孤独症患儿的各种表现特征并掌握行为治疗的方法是十分必要的。     

非言语型学习障碍儿童的视觉空间认知特点研究

本研究采用本顿视觉保持测验(VRT)对23名非言语型学习障碍儿童(NLD)、23名言语型学习障碍儿童(VLD)和46名普通儿童的视觉记忆、视觉空间结构、视觉运动进行了对比研究,旨在探讨非言语型学习障碍儿童(NLD)视觉空间认知的特点.结果表明:无论是临摹图形还是延迟回忆图形,NLD儿童的正确得分均落后于VLD儿童和普通儿童,出现的错误主要是变形、位置错误和大小错误.提示NLD儿童表象存储能力较差,难以把握事物的整体特征和局部特征,控制能力差,存在精细运动协调能力的缺陷.     

强化理论视角下的儿童行为探究

文章以新行为主义中的强化理论为理论依据,分析儿童行为以及现今幼儿教育方式中存在的问题,探究教育者如何正确利用正强化、负强化以及惩罚、消退等方式对儿童行为进行塑造及纠正。提出了教育者应该反思理论、科学运用、及时强化、促成内化、慎用惩罚、注重差异等建议。     

低幼儿童双语学习有优势

低幼儿童双语教育的目的之一是让儿童在早期就获得学习和运用第二语言的基础.现代科学研究表明,0～6岁是儿童潜能发展的最佳时期.在这一时期,每个儿童都有在大脑中形成两个以上语言中枢的可能性.语言学家乔姆斯基指出:"一种普遍观察到的现象是,一个侨民的幼儿可能在街上以令人惊异的速度学会第二语言,而且他的话说得非常流畅,甚至每一个细微的音变都和说本族语的人一模一样."这表明,如果在语言中枢发展的关键期内,给予儿童一个习得第二语言的良好环境,则儿童第二语言中枢的机能很容易在激活中得到发展.     

浅谈图书馆低幼儿童读书活动甄选

简要介绍了低幼儿童特殊的心理、生理特点,并根据特点阐述图书馆在开展低幼儿童读书活动中要遵循的原则和需注意的问题,列举了几种适合开展的低幼儿童读书活动类型及选题。     

自闭症儿童厌食行为干预的个案研究

通过对一例厌食症儿童的行为干预研究。探讨处理此类问题从目标确立到实验设计再到追踪观察的系列流程。并讨论了强化物的运用、用餐环境的选择、家庭的支持和教育者的意识等因素对厌食行为干预的影响。     

浅谈低幼儿童学练艺术的重要性

正近几年来,随着物质生活的不断提高,人们越来越重视精神文化生活的发展状况,其中,最热门的焦点便是低幼儿童的艺术培养问题。低幼儿童是指3-6岁年龄阶段的孩子,这些孩子的艺术培养条件及程度已成为众多家长选择幼儿园及学校的重要条件之一,如需要开设钢琴课、舞蹈课、民族器乐课、声乐课等,由此我们可以看出:艺术培养在低幼儿童的成长过程中已     

儿童在欺负行为事件中的行为反应

本研究采用结构性行为取样的方法,对4个年龄段的儿童在校欺负行为进行观察和分析,结果表明:学龄前儿童欺负行为的发生频率要高于学龄儿童,不同年龄段的欺负者、受欺负者及旁观者人数均有显著差异;欺负者中男生明显多于女生,受欺负者中女生明显多于男生,旁观者中各角色也存在显著的性别差异;在欺负行为中,5岁之前以攻击欺负为主,5岁之后以被动欺负为主;5岁之前儿童主要是身体欺负,5岁以后以言语欺负为主,7岁以后关系欺负行为增多.     

浅析对低幼儿童的思想道德教育

今天的幼儿是新世纪祖国建设的主力军。他们的素质如何,直接关系到中华民族的未来。我国伟大的教育家陶行知先生指出:"人格教育,端赖于六岁前的培养。这个时期培养得好,以后只顺着他继续增高地培养上去,自然成为社会优良分子:倘若培养不好,那未习惯养成了不易改,倾向定了不易移,态度决了不易变。这些儿童升入小学,教师需九牛二虎之力,去纠正他们已成的坏习惯、坏倾向、坏态度"。因此,我们必须给幼儿施以全面发展的素质教育,必须自觉地,有目的地,有计划地对幼儿进行品德教育。     

Adaptations for young children with visual impairments in regular settings

Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.     

Transfer by very young children in the symbolic retrieval task

Cumulative experience with a variety of symbolic artifacts has been hypothesized as a source of young children's increasing sensitivity to new symbol-referent relations. Evidence for this hypothesis comes from transfer studies showing that experience with a relatively easy symbolic retrieval task improves performance on a more difficult task. Significant transfer was found for the 2(1/2)-year-old children in the 3 studies reported here, even with relatively low levels of contextual support (according to the taxonomy of transfer by Barnett & Ceci, 2002). Transfer occurred even though the 2 tasks were encountered in very different settings and there was a prolonged (1-week) delay interval between them. Transfer also occurred to a much more difficult task (one that even 3-year-olds typically fail).     

Games for the very young baby

The very young infant who enters into any day care setting is more dependent on the caregiver than he or she ever will be again. The infant has not yet developed the physical and social skills with which older babies can manage to call attention to their needs. Caregivers (and parents) of young babies understand that there are several important sets of abilities an infant needs to develop before he or she evolves into the busy, sitting-up, smiling, babbling 6-month-old. The adults can, and should, provide assistance. A loving and attentive caregiver can both protect and enhance the infant's natural development by regularly engaging in the “interaction games” described here. They are designed to be fun, to combine gentle rhymes and song, and to be conducted in a cheerful, relaxed fashion. Don't “teach”—DO create a warm, friendly playtime. The best time for interaction games is when the baby and caregiver are both rested, attentive, and in good spirits. After you try it a few times, use your own judgment to determine if a particular game is successful or not. Just as you will have your favorites, different babies like different things too! Once baby and caregiver use the first games in each set, once they enjoy them and make them their own, they can go on to the next, more difficult activities. Christine Z. Cataldo coordinates research projects and teaches courses on infant education, parent programs, early intervention, and atypical young children. She consults with day care centers, nursery schools, and special programs for the very young.     

Behavioral and relational correlates of low self-perceived competence in young children

It is developmentally normative for preschoolers (aged four to five years) to have self-perceptions that are typically positive and even over-inflated. However, because not all children have positive self-perceptions in early childhood it is important to understand factors that influence the development of self-perceptions, especially low self-perceptions, in early childhood. Therefore, this study examined the associations between self-perceptions and teacher ratings of social behaviors, subtypes of withdrawal, and peer ratings of acceptance/rejection in preschoolers. Participants included 199 children (107 males, 92 females) attending two early childhood programs in a midsized community in the western United States. The major findings were that children in early childhood who have lower self-perceptions of their abilities than their peers tended to engage in more reticence, solitary-passive withdrawal, and solitary-active behavior.     

Behavioral and musical characteristics of the children who are exposed to child maltreatment and poverty in South Korea: A survey

A preliminary survey was conducted on primary school aged children (N = 302) between seven to twelve years of age, who attend the local Community Child Centers (CCC) in the economically deprived areas of Jeollabukdo in South Korea for the purpose of identifying the children who have been exposed to on-going child maltreatment and poverty, and their needs. Both standardized and non-standardized self-report types of surveys were carried out and completed by both the children and the teachers of the CCC. As would be expected, emotional and behavioral problems are more pronounced by the children who are exposed to child maltreatment and poverty compared to the children who were not exposed to these adversities, or who were not poor. The more severely abused children in terms of frequency and co-occurrence of different abuses appear to display more behavioral problems than less severely abused children. Teachers reported that the children who were able to play a musical instrument and had arts therapy experiences appear to have less behavioral problems, particularly delinquent and aggressive behavior in comparison to the children who did not have such ability and experiences. Through the survey, it was possible to identify the children in need of therapeutic intervention and discover clinically relevant information. Clinical implications will be discussed further.     

Software for young children

Due to the pervasive nature of computers in all areas of our society, it comes as no surprise that they are creeping into the world of preschoolers. The issue is no longer whether or not it is appropriate to use computers with very young children, but rather how they can be used effectively with them.Janet Fowle McLanahan is an Associate Professor and Chair of Early Childhood Education at North Shore Community College in Beverly, MA.     

The effects of background television on the toy play behavior of very young children

This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development.