Bullying Among Young Children: Strategies for Prevention

Bullying is an increasing problem within childcare facilities, preschool programs, and public schools. As a result, many districts are instituting anti-bullying intervention programs. This article defines bullying and explains the direct and indirect forms it can take. First, it examines research on bullying during the beginning years of school. Next, it explains how relational aggression occurs and the importance of positive peer support systems within their schools. The article concludes by examining the effects of consistent anti-bullying initiatives (e.g. conflict resolution strategies, daily check-ins, journals, and peacemaking activities) that address bullying behaviors among young children. Through consistent and clear interventions, students can build positive peer relationships that promote a safe and healthy school climate and culture.     

Computers and Gender Differences:

No abstract available for this article.     

Computers and the History Classroom

No abstract available for this article.     

Promoting Gender Equity for Young Children in the South and South East Asian Region

This article examines the status of current policies aimed at promoting gender equity for young children in the South and South East Asian Region. It details the main themes and concerns within these policies and argues that there is still considerable work to be done before gender equity programmes fully permeate all aspects of the delivery systems of education for young children. In conclusion ten elements for successful gender equity programmes are outlined as a basis for developing a strong strategic approach to gender equity within the region.     

Gender Bias and the DSM-III-R

Various types of gender bias in the criteria and use of the Diagnostic and Statistical Manual of Mental Disorders (3rd edition, revised; DSM-III-R; American Psychiatric Association, 1987) by counselors are discussed. Recommendations for addressing such bias in counselor training are provided.     

语言性别差异中的歧视现象及其根源

文章阐述了语言中存在的歧视女性的现象,分析了产生此语言现象的主要影响因素：传统观念;社会角色因素;宗教文化因素。指出社会性别歧视导致语言性别歧视现象的产生,语言性别歧视的存在约束女性在社会中的地位。因此,消除语言性别歧视能在一定程度上提高妇女的地位。     

早期阅读材料的选择

早期阅读材料分为成人引导性阅读材料与儿童生成性阅读材料两类。根据儿童的年龄特点和阅读兴趣,教育者应为儿童提供支持性阅读材料,同时积极引导儿童阅读创意阅读材料,如大图书、样板书、图夹文书籍等,让儿童在自己喜欢的、适合自己需要的阅读材料中学习阅读,以促进儿童阅读能力的发展。     

Classroom Structuring Methods and Strategies for Children and Youth with Autism Spectrum Disorders

Autism experts and individuals with high-functioning autism contend that many individuals with autism spectrum disorders (ASDs) respond most favorably to information that is presented visually. Accordingly, strategies capitalizing on this visual preference have received significant recent attention in both ASD research and practitioner-related literature. This article provides a review of visually based strategies for organizing classrooms for children and youth with ASD. Classroom structuring methods, visual schedules, and visually based organizational strategies are described and discussed. For each of the above, a justification, a brief review of the research literature, implementation guidelines, recommendations for effective use, and suggested resources for practitioners are provided. Tables and figures that provide examples of methods are also provided.     

Children and Computers: Greek Parents' Expectations

This survey investigated the expectations of Greek parents with regard to the potential impact of children's computer use on the fields of education, interpersonal relationships, and professional and social life. A questionnaire was used, which was answered by 1,028 parents of children aged 10-11 and 14-15, from schools in Thessaloniki, Greece. The factors that were studied were: the socio-cultural environment of the parents, the sex and age of the children, and whether or not the parents had any knowledge of computers, kept informed about computers, used computers at work, or had a home computer. The results show that parents have positive expectations of their children's use of computers in the professional and social domain and to an extent in education, while many parents express technophobic feelings with regard to their children's interpersonal relationships. Negative expectations are limited to the educational and professional/social sphere, and are particularly strong with regard to the domain of interpersonal relationships. Lastly, uncertain expectations are considerable, and concern both education and interpersonal relationships. Les enfants et les ordinateurs: Les attentes des parents grecs. Cette enquête a etudié les attentes des parents grecs concernant l'impact de l'ordinateur sur les enfants dans le domaine de l'éducation, des relations interpersonelles et de la vie professionnelle et sociale. On a utilisé un questionnaire qui a été répondu par 1028 parents des enfants Âgés de 10-11 et de 14-15 ans, de differents établissements scolaires de Thessaloniki, Grèce. Les facteurs étudiés étaient les suivants: le status socio-culturel des parents, le sex et l' Âge des enfants, la connaissance et l' information des parents sur l' ordinateur, l'usage de l' ordinateur par les parents au travail et la possession d'un ordinateur À la maison. Les résultats ont montré que les parents ont des attentes positives À l'usage de l'ordinateur par les enfants en ce qui concerne le domaine professionnel et social et dans une certaine mesure, le domaine éducatif. Toutefois ils expriment des sentiments technophobiques dans le domaine des relations interpersonelles. Les attentes négatives sont limitées dans les domaines éducatif et professionnel/social mais elles sont particulièrement fortes dans le domaine des relations interpersonelles. En fin les attentes incertaines sont significatives tant dans le domaine éducatif que dans le domaine des relations interpersonelles. Kinder und Computer: Erwartungen griechischer Eltern. Diese Umfrage untersucht die Erwartungen griechischer Eltern über die Auswirkungen auf ihre Kinder durch den Einsatz von Computern im Lernbereich, Zwischenmenschlichen Beziehungen und im Berufs- und Gesellschaftsleben. 1028 Eltern mit Kindern zwischen 10-11 und 14-15 Jahren an den Schulen in Tessaloniki, Griechenland, füllten einen Fragebogen aus. Folgende Faktoren wurden beachtet: das sozio-kulturelle Umfeld der Eltern, Geschlecht und Alter der Kinder , haben die Eltern Computerkenntnisse oder interessieren sie sich für Computer, benutzen sie sie am Arbeitsplatz oder daheim. Die Ergebnisse zeigen, dass Eltern positive Erwartungen an ihre Kinder haben im Umgang mit Computern im beruflichen wie auch im gesellschaftlichen Bereich und zum grossen Teil auch im Unterrichtsbereich. Im Gegensatz dazu haben viele Eltern technophobische Gefühle in bezug auf den interpersonellen Umgang ihrer Kinder. Negative Erwartungen beschränken sich auf den schulischen und professionellen/sozialen Bereich und insbesondere auf die interpersonellen Beziehungen. Der Anteil ungewisser Erwartungen ist hoch und betrifft Schule und interpersonelle Beziehungen.     

Changing Minds With the Story of Adaptation: Strategies for Teaching Young Children About Natural Selection

Research Findings: Educational guidelines recommend a delayed, piecemeal approach to instruction on adaptation by natural selection. This approach is questionable given suggestions that older students’ pervasive misunderstandings about adaptation are rooted in cognitive biases that develop early. In response to this, Kelemen et al. (2014) recently showed that young children can learn a basic yet comprehensive explanation of adaptation by natural selection from a picture storybook intervention. However, this research was conducted in a laboratory-based setting with children from middle and higher socioeconomic backgrounds. To further explore the intervention’s efficacy, this investigation examined whether Kelemen et al.’s (2014, Experiment 2) findings extend to a more diverse sample of children tested in a more naturalistic setting, namely, after-school programs. After a 10-min picture storybook reading that described adaptation within a fictitious but realistic mammal species, 5- to 6- and 7- to 8-year-old children’s learning of adaptation was examined. Results revealed that younger and older children benefitted from the intervention; however, older children displayed pronounced learning and generalization. Practice or Policy: Findings confirm that children are capable of learning complex biological ideas and that comprehensive storybook interventions are simple but powerful teaching tools. Implications for instruction on natural selection are discussed.     

A Gender Comparison of the Cooperation of 4-Year-Old Children in Classroom Activity Centers

This study examined the proportion of cooperative play in 4-year-old children across centers (housekeeping, block, manipulative, and computer,) and gender in a natural classroom setting. Eighty-four white, middle-income children (41 boys and 43 girls, mean age = 55 months) were videotaped during free-play for 30 minutes per day for four weeks in four activity centers: housekeeping, block, manipulative, and computer. Analysis of Variance revealed that gender had no significant effect on the proportion of cooperative play; however, center was significantly associated with the proportion of cooperative play. Both boys and girls were just as cooperative in the computer center as in block and housekeeping centers and were more cooperative in the computer center than in the manipulative center.     

民间幼儿体育游戏:特性、价值及入园策略

文章分析了民间幼儿体育游戏所具有的历史性、地方性、和谐性、被挤压性等特性；认为可以从幼儿、教育者和社会三个层面来揭示民间幼儿体育游戏的价值；最后提出了民间幼儿体育游戏进入幼儿园课程体系的三个策略。     

Autism Spectrum in the College Classroom: Strategies for Instructors

Autism spectrum disorder (ASD) refers to several conditions that share the feature of persistent social impairment. The rate of ASD diagnosis has climbed to one in 88 (CDC, 2012), and increasing numbers of individuals with ASD attend college. College students with ASD may share academic challenges related to critical thinking, executive functioning, and classroom anxiety. These challenges can manifest in the classroom, and there are a number of simple strategies for instructors that directly address characteristics of ASD. These strategies are not just good for students on the spectrum, but they can benefit other learners as well.     

Cognitive Theory and the Use of Computers in the Primary Classroom

Research investigating the role of computers in the primary classroom is closely linked to the body of knowledge concerned with theories of learning and child development. Research is presented as an attempt to provide scientifically supportable reasons why computers are effective in education. Having established a theoretical base for computer use in primary classrooms, this paper then examines the educational application of cognitive theory to classroom instruction.     

The Chilly Classroom: Beyond Gender

Abstract. Perceptions of student/professor competence and the reasons for a "chilly" classroom were investigated through a survey of 2,042 students from seventy-seven liberal arts colleges. Chi-square and Mann-Whitney tests showed statistically significant different responses by gender for all the questions. The perceptions of competence survey showed mixed results. With regards to professor competence, female students were much more likely to believe that male professors were viewed as more competent and treated with more respect. With regards to reasons for a "chilly" classroom, neither female nor minority students cited gender or race as a primary reason. In fact, the three most frequent reasons given by all students (regardless of race or gender) were difficulty of course content, professor's teaching style/personality, and personality style of classmates.