Maternal employment and child cognitive outcomes in the first three years of life: the NICHD Study of Early Child Care. National Institute of Child Health and Human Development

With increased numbers of women employed in their children's first year of life and with increased attention being paid by parents and policy makers to the importance of early experiences for children, establishing the links that might exist between early maternal employment and child cognitive outcomes is more important than ever. Negative associations between maternal employment during the first year of life and children's cognitive outcomes at age 3 (and later ages) have been reported using data from the National Longitudinal Survey of Youth-Child Supplement. However, it was not known whether these findings would be replicated in another study, nor whether these results were due to features of child care (e.g., quality, type), home environment (e.g., provision of learning), and/or parenting (e.g., sensitivity). This study explored these issues using data on 900 European American children from the National Institute of Child Health and Human Development Study of Early Child Care, which provides information on child cognitive scores at 15, 24, and 36 months, as well as data about the home environment (as assessed by the Home Observation of the Measurement of the Environment Scale), parental sensitivity, and child-care quality and type over the first 3 years of life. Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness scores at 36 months, with the effects more pronounced when mothers were working 30 hr or more per week and with effects more pronounced for certain subgroups (i.e., children whose mothers were not sensitive, boys, and children with married parents). Although quality of child care, home environment, and maternal sensitivity also mattered, the negative effects of working 30 hr or more per week in the first 9 months were still found, even when controlling for child-care quality, the quality of the home environment, and maternal sensitivity. Implications for policy are also discussed.     

The Effects of Infant Child Care on Infant-Mother Attachment Security: Results of the NICHD Study of Early Child Care NICHD Early Child Care Research Network

The aims of this investigation were to determine whether Strange Situation attachment classifications were equally valid for infants with and without extensive child-care experience in the first year of life and whether early Child Care experience, alone or in combination with mother/child factors, was associated with attachment security, and specifically with insecure-avoidant attachment. Participants were 1,153 infants and their mothers at the 10 sites of the NICHD Study of Early Child Care. Mother were interviewed, given questionnairies, and observed in play and in the home when their infants were from 1 to 15 months of age; infants were observed in child care at 6 and 15 months and in the Strange Situation at 15 months. Infants with extensive Child Care experience did not differ from infants without child-care in the distress they exhibited during separations from mother in the Strange situation or in the confidence with which trained coders assigned them attachment classifications. There were no significant main effects of Child Care experience (quality, amount, age of entry, stability, or type of care) on attachment security or avoidance. There were, however, significant man effects of maternal sensitivity and responsiveness. Significant interaction effects revealed that infants were less likely to be secure when low maternal sensitivity/responsiveness was combined with poor quality child care, more than minimal amounts of child care, or more than one care arrangement. In addition, boys experiencing many hours in care and girls in minimal amounts of care were somewhat less likely to be securely attachment.     

Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care

Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to determine how children's experiences in child care were related to peer competence at 24 and 36 months of age, after controlling for the effects of family and child characteristics. Peer competence was assessed using mother and caregiver ratings as well as observations of children with their peers in child care, and at 36 months from observations of dyadic play with a familiar peer. Consistent, albeit modest, relations were found between child-care experiences in the first 3 years of life and children's peer competencies. Positive, responsive caregiver behavior was the feature of child care most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings with other children present were observed to be more positive and skilled in their peer play in child care, although their caregivers rated them as more negative with playmates. Children who spent more hours in child care were rated by their caregivers as more negative in peer play, but their observed peer play was not related to the quantity of care. Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend. Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction.     

Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers

The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers in inclusive practice. Recent studies suggest essential components of teacher preparation in early childhood inclusion include: helping students construct a positive image of inclusive practice, incorporating a family-centered approach, and collaborating and relationship building across disciplines (Campbell et al. 2003; Pretti-Frontczak et al. 2002 and Able-Boone et al. 2002). In this paper, we describe the collaboration between the University of Michigan-Dearborn Early Childhood Teacher Education Program and Oakwood Health Care Center for Exceptional Families to co-teach and mentor early childhood pre-service teachers as they create a family-centered event for children with disabilities and their typically developing peers in a natural environment. Researchers analyze student reflection papers about the family-centered event for evidence of new learning about child disability and inclusive practice. The reflections demonstrate the power of the students’ active role in creating and implementing family-centered activities in a collaborative context. Other key reflective components include rewards and challenges in creating inclusive contexts, integral role of families in supporting child relationships in natural settings, and collaboration and teaming.     

加拿大营利性学前教育发展与管理模式变革研究

二战以来,加拿大营利性学前教育经历了兴盛、衰退、分化和复兴四个发展阶段.依据地方政府对营利性机构的投入和监管力度,加拿大各省对营利性学前教育的管理分为促进模式、包容模式和抑制模式三种类型.随着改革的推进,加拿大各省逐渐加大对营利性学前教育的干预力度,重视发挥第三部门在学前教育管理中的作用,营利性学前教育管理逐渐转向包容模式.     

Shedding further light on the effects of various types and quality of early child care on infant-mother attachment relationship: the Haifa Study of Early Child Care

The Haifa Study of Early Child Care recruited a large-scale sample (N = 758) that represented the full SES spectrum in Israel, to examine the unique contribution of various child-care-related correlates to infant attachment. After controlling for other potential contributing variables--including mother characteristics, mother-child interaction, mother-father relationship, infant characteristics and development, and the environment--this study found that center-care, in and of itself, adversely increased the likelihood of infants developing insecure attachment to their mothers as compared with infants who were either in maternal care, individual nonparental care with a relative, individual nonparental care with a paid caregiver, or family day-care. The results suggest that it is the poor quality of center-care and the high infant-caregiver ratio that accounted for this increased level of attachment insecurity among center-care infants.     

弓形虫感染对优生优育的危害

弓形虫是一种分布广危害大的常见寄生虫。孕妇感染弓形虫后，虫体可垂直传递给胎儿，导致胎儿产生各种严重的先天性疾病。因此，弓形虫感染对优生优育的危害是十分严重的。     

基于人的全面发展的网络环境构建

人的全面发展是马克思主义的基本观点。随着网络信息技术的快速普及,人的全面发展面临着新的机遇和挑战,须强化网络道德教育,规范网络秩序,构建健康的网络环境,最大限度地减少负面影响,促进人的全面发展与社会的和谐进步。     

The Impact of Child Care on Gender Role Development and Gender Stereotypes

Research has shown that gender role development is socially constructed and learned from birth. In this study, the impact of child care and the interactions that take place there are examined, with a focus on gender behavior and stereotypes. Observation data and analysis are presented. Themes representing gender stereotypes and the breaking of gender barriers are examined, and the role that caregivers can play in the fostering of gender-fair behaviors is discussed.     

人性观的演进对心理健康研究的启示

二歧人性观的流行使心理健康研究陷入了困境。用整合人性观取代二歧人性观,给心理致病原因的探析、心理治疗目标的确立、心理健康标准的制定等诸方面带来了全新的理念,是心理健康研究走出困境的出路。     

全民科学健身网络咨询系统的研制与开发

本研究基于Visual Web Developer 2014速成版开发环境,构建了一个全民科学健身网络咨询系统.用户可通过该系统可以进行健身知识、健身专家、健身损伤等方面咨询,以及实现健身在线学习交流等.该系统的研发既可为我国全民科学健身提供一个良好的网络咨询平台,又可为广大人民群众提供科学健身服务.     

亚太地区学前儿童保育和教育发展现状

亚太地区国家在学前儿童保育和教育发展方面存在着较大差异.本文通过梳理亚太地区各国为学前儿童提供的服务、学前儿童的福利状况(五岁以下儿童死亡率和毛入园率)、学前教育行政管理和资金投入等方面的情况,提出了相关的对策建议.     

国内网络学习行为研究的现状与分析

根据第46次《中国互联网络发展状况统计报告》统计,我国在线教育用户已达3.81亿,网络学习已成为一种重要的学习方式,国内对于网络学习行为的研究也愈加丰富.分析当前的网络学习行为研究现状,能够为后续的研究提供更加有力的帮助.本研究选取我国2005—2020年发表在国内公开学术平台上的网络学习行为论文,借助Bicomb 2...     

The relation of play and sensorimotor behavior to language in the second year

The concurrent and predictive relations of sensorimotor behavior and play to language in the second year were assessed. 19 preterm and 20 full-term infants were tested at 13 1/2 and 22 months of age. Functional play directed toward dolls and other persons and meaningfully related sequences of functional and symbolic acts at 13 1/2 months were associated with language measured at 13 1/2 months and 9 months later. Concurrent positive relations between sensorimotor behavior and language were found only at 22 months for object-permanence skills. There were no significant positive relations between sensorimotor behaviors at 13 1/2 months and language at 22 months. The consistent relations found between play and language in this research derived from the infants' ability to translate experience into symbols that are used as a means of interacting and communicating with others. Sensorimotor behavior and language were much more loosely associated in the same age period.     

The cognitive profile of adult dyslexics and its relation to their reading abilities

The question of which cognitive impairments are primarily associated with dyslexia has been a source of continuous debate. This study examined the cognitive profile of Hebrew-speaking compensated adult dyslexics and investigated whether their cognitive abilities accounted for a unique variance in their reading performance. Sixty-nine young adults with and without dyslexia were administered a battery of tests measuring their reading skills and a number of cognitive abilities. The dyslexics were found to exhibit a generally poor cognitive profile, including their attention, visual working memory, naming, visual perception and speed of processing abilities, with the exception of high executive functions skills. Furthermore, naming speed, visual working memory and attention were significantly associated with decoding and fluency measures and predicted group difference after controlling for phonological skills. The findings point to the contribution of cognitive factors to decoding rate and possibly to the ability of utilizing rapid orthographic processes, thus effecting dyslexics’ reading performance.     

爱尔兰幼教师资培训:挑战与对策

受终身教育思想的影响,爱尔兰重视幼教师资培训。文章从爱尔兰幼教师资发展现状出发,详细探讨了爱尔兰幼教师资培训所面临的挑战和采取的应对措施。从中可见,规范培训内容、丰富培训渠道、建立评估体系、设立专项资金以及完善进修制度等举措,均有助于幼教师资培训质量的提升。     

The developmental relation between cognitive stage and the comprehension of speaker uncertainty.

3 hypotheses were tested concerning the developmental relation between children's concepts of physical uncertainty and their comprehension of a speaker's uncertainty. 2 cognitive tasks of physical uncertainty were used to assign 56 subjects (aged 5-4 to 17-11) to 1 of 3 cognitive stages. 2 tests for comprehension of speaker uncertainty were administered to all participants. The results indicated that cognitive stage was related to (a) comprehension that a speaker could be uncertain, (b) comprehension that uncertainty could be expressed in different degrees or magnitudes, and (c) the internal consistency of judgments made about the relative degree of uncertainty conveyed by an utterance. These findings are interpreted as evidence for the position that development of cognitive stages is structurally related to comprehension of speech act uncertainty.