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1.
This study investigated the relationship between children’s ability to regulate emotions and display of appropriate behavior
in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from
a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation
Checklist (ERC) developed by Shields and Cicchetti (Dev Psychol 33:906–916, 1997, J Clin child Psychol, 27:231–395, 1998). A “Behavior Recording” checklist was developed and used to record appropriate and inappropriate behavior observed during
children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally
higher scores than boys in emotion regulation ability. A high relationship (r = .76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of
emotions in relation to a child’s well being and academic achievement. Additionally, these findings suggest a need for parents
and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in
conflict with societal norms. 相似文献
2.
Maria Vlachou Eleni Andreou Kafenia Botsoglou Eleni Didaskalou 《Educational Psychology Review》2011,23(3):329-358
Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term
effects on children’s psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352–368, 2008). Entering kindergarten is a crucial developmental step in many children’s lives mainly because it is within this context
where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently,
preschool may be the first context beyond the home environment where children’s difficulties in social interactions with peers
can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the
nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool
bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school
context, methodological issues, and prevention policies are reviewed while directions for future research are addressed. 相似文献
3.
This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension
of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the
evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant
areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant
information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time,
and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality,
and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other).
These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their
significance for the design of learning environments. 相似文献
4.
Bronwen Maxwell 《Vocations and Learning》2010,3(3):185-202
The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers’ learning and propose
ways of improving their learning. A conceptual framework is developed by extending Billett’s (International Journal of Educational
Research 47:232–240, 2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford
for activities and interactions and how individuals engage with these, to a third base of participation, the affordances of
the initial teacher education course. Hager and Hodkinson’s (British Educational Research Journal 35:619–638, 2009) metaphor of ‘learning as becoming’ is used to conceptualise the ways trainees reconstruct learning in a continuous transactional
process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees’ development,
and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances
and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching
and interacting with learners, interactions with colleagues, and access to workplace resources and training are important
workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations,
course activities and experiences as a learner are significant course affordances. Trainees’ beliefs, prior experiences and
dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that
better integration of course and workplace learning through guided participation in an intentional workplace curriculum and
attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential
to improve trainee learning. 相似文献
5.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
6.
Stephen Rushton Anne Juola-Rushton Elizabeth Larkin 《Early Childhood Education Journal》2010,37(5):351-361
Paralleling the works of Cambourne’s Conditions of Literacy Learning (The Reading Teacher, 54(4), 414–429, 2001), Copple and Bredekamp’s (Developmentally appropriate practice in early childhood programs serving children from birth though
age. National Association for the Education of Young Children, Washington, 2009) Developmentally Appropriate Practices and the findings from the field of Neuroscience this article explores the important
components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of
young children in order to help strengthen their neurological networks. The article concludes its exploration with the role
of “mirror neurons” in the learning environment and how they affect the young child's mood, emotions, and empathy. 相似文献
7.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
8.
A primary goal of educational systems is to provide learners with the information, skills, and dispositions needed to be an
effective member of a complex and information-rich society. To effectively address this goal, educators and educational psychologists
need to understand both the ability and the willingness of learners to grapple effectively with information. A psychological
construct that may illuminate heretofore unexplored aspects of learners’ willingness or reluctance to grapple with information
is the need for closure (Kruglanski, Psychol Inq 1(3):181–197, 1990; Kruglanski and Webster, Psychol Rev 103:263–283, 1996; Webster and Kruglanski, J Pers Soc Psychol 76(6):1049–1062, 1994). The purpose of this article is to provide educational psychologists with a theoretical overview of need for cognitive closure,
highlighting its applicability to instructional settings. We will also discuss what closure needs may look like within the
classroom and the conditions under which they may be exhibited. We argue for the relevance of the need for closure construct
for improving educators’ understanding of teaching and learning processes. 相似文献
9.
The PISA studies of reading achievement of 15 year old students in OECD and partner nations show Anglophone nations to have
continuing high proportions of weak readers (≤Level 2), with no improvement in this area from 2000 to 2006 (OECD, Science
competencies for tomorrow’s world: Executive summary, 2007). The nations which have decreased their proportions of low achievers all use highly regular (transparent) orthographies,
which expedite the development of efficient reading and writing skills (Galletly and Knight, Aust J Learn Disabil 9(4):4–11,
2004). While international scrutiny is being focussed on socio-cultural differences in education as a basis of nations’ achievement
differences, little consideration is currently being applied to the speed of reading accuracy and spelling development. This
is surprising, given the volume of research showing that orthographic regularity significantly expedites development of reading—accuracy
and spelling—with very low rates of reading difficulties in nations with highly regular orthographies (Seymour et al., Br
J Psychol 94:143–174, 2003, p. 174; Share, Psychol Bull 134(4):584–615, 2008, p. 615). This paper proposes Transition-from-early-to-sophisticated-literacy (TESL) as a variable for use when considering
cross-national achievement differences. It is proposed that Complex TESL nations (including Anglophone nations) will need
paradigmatically different mechanisms to those used by Resolved and Facilitated TESL nations, for improved literacy and academic
outcomes by lower achievers. 相似文献
10.
Gaye Teksoz Elvan Sahin Ceren Tekkaya-Oztekin 《Journal of Science Education and Technology》2012,21(1):157-166
The present study proposed an Environmental Literacy Components Model to explain how environmental attitudes, environmental
responsibility, environmental concern, and environmental knowledge as well as outdoor activities related to each other. A
total of 1,345 university students responded to an environmental literacy survey (Kaplowitz and Levine in Environ Educ Res
11:143–160, 2005). The structural equation model revealed that high levels of environmental knowledge stimulate a university student’s concern,
attitudes, and personal responsibility toward environmental protection. More specifically, environmental knowledge was reported
to be a significant predictor of environmental concern, attitudes, and responsibility. Environmental knowledge had significant
indirect relationships with environmental attitudes and responsibility. Moreover, while attitudes toward the environment were
found to be a significant determinant of environmental responsibility, environmental concern held significant association
with attitudes toward the environment and outdoor activities. Findings promise to give clues for finding an answer to the
question “how education for sustainability can be improved in higher education curricula?” 相似文献
11.
Corrine M. Wickens 《Children‘s Literature in Education》2011,42(2):148-164
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan’s (1969) I’ll Get There, It Better Be Worth the Trip, over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters
and conflicts (Cart and Jenkins, 2006, The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote
inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic
homophobic characters and situations that provide a sense of realism (Crisp, 2009, Children’s Literature in Education, 40, 333–348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately
leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the
years 2000–2005, and marketed to young adults. I then contrast these texts with the novel Boy Meets Boy (Levithan, 2003). Through the novel’s blurred genres and inventive use of linguistic features, Boy Meets Boy is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings,
hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary. 相似文献
12.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
13.
This paper examines important factors in maximizing children’s experiential learning in the context of inquiry-based children’s
museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children
have opportunities to engage in play-based inquiry. Recommendations for maximizing children’s learning in museums, supporting
children’s interactions with peers and adults, and offering affordances for children’s play are discussed. 相似文献
14.
Patrick Snellings Aryan van der Leij Henk Blok Peter F. de Jong 《Annals of dyslexia》2010,60(2):151-174
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD)
children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and
consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing
identical sounds, suggesting less distinct phonemic categories. In addition, after controlling for phonetic similarity Tallal’s
(Brain Lang 9:182–198, 1980) fast transitions account of RD children’s speech perception problems was contrasted with Studdert-Kennedy’s (Read Writ Interdiscip
J 15:5–14, 2002) similarity explanation. Results showed no specific RD deficit in perceiving fast transitions. Both phonetic similarity and
fast transitions influenced accurate speech perception for RD children as well as CA controls. 相似文献
15.
This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives
for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the
teaching of English as a Second Language (ESL) was developed and evaluated. The program design was grounded in Mayer’s multimedia
learning theory (2001), Sweller’s cognitive load theory (CLT, 2005), and cognitive training theory using an inductive reasoning
paradigm (Klauer and Phye, Rev Educ Res 78(1):85–124, 2008). A successful integration of cognitive training theory into program design is expected to facilitate the transition of student’s
declarative knowledge of a grammar concept of passive voice to procedural knowledge (Phye, Contemp Educ Psychol 16:87–94,
1991; Phye et al., Empirical methods for evaluating educational interventions, Academic Press/Elsevier, San Diego, 2005). Two studies involving ten and four adult ESL learners were conducted in a Midwest community college. Grammar teaching occurred
within the context of history and geography of the USA. Students with low prior knowledge of passive voice grammar concepts,
intermediate level of general vocabulary, and adequate basic knowledge of content (basic geography and history) benefited
most from the program. Preliminary results are encouraging for the aforementioned integrative efforts. 相似文献
16.
The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children
and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development
in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented
perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of
teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and
extensive curricular changes to indoor environments. 相似文献
17.
Pauline Davey Zeece 《Early Childhood Education Journal》2009,36(5):447-452
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part
of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing,
and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant
adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping,
comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture
books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended. 相似文献
18.
Universities should be developing female middle-managers for reasons of gender balance (Aitkin in The Last Boilerhouse Address,
Canberra University 2001), the skills shortage, pending mass retirements (Chesterman in Not doable jobs?’ Exploring senior women’s attitudes to leadership
roles in universities. Women’s Higher Education Network Conference, Bolton, 2004) and sustainable, post-bureaucratic organizations (Kira and Forslin in J Organ Change Manage 21(1): 76–91, 2008). Investigating the learning and development of women managers is timely. Research assumes that women in academe have the
qualifications, experience and skills for management. Is this the case? The paper provides the first national demographic
and development profile of women middle-managers in academic and the research-neglected administrative streams in Australian
universities, with a sample of 342 women (46% response rate). Age is a particularly notable demographic with the majority
of academics within 5–10 years of retirement. Nearly 60% of academics experienced few current development opportunities and
their discipline-based qualifications did not prepare them for management. However, a greater number of administrative managers
received relevant preparatory training. Once in their current management roles women experienced markedly fewer development
opportunities. If higher education institutions are learning organizations, continuous learning should be evident (Watkins
in Adv Dev Hum Res 7(3): 414, 2005). Our research shows this is far from the case. 相似文献
19.
Pauline Davey Zeece 《Early Childhood Education Journal》2008,35(6):565-569
Using an example of a toddler’s developing understanding of an apple, this article illustrates how children integrate all
elements in their interpersonal and built environments to support their emerging literacy skills. Otto (2007) and others provide evidence from emergent literacy research that documents observations and exploration by infants, toddlers,
and young children and suggest that the ways in which children participate in early literature-related activities influence
the knowledge they construct. Twenty-two children’s books—including five for apple discoverers—are recommended and reviewed. 相似文献
20.
D. Michael Malone 《Early Childhood Education Journal》2006,34(3):215-225
The purpose of this paper is to present data demonstrating the differential pattern of association among play behaviors and
developmental age that emerge for children with and without mental retardation across play situations. Seventeen preschool
children with mental retardation and 17 preschool children without mental retardation were matched on developmental age and
sex and observed during both home-based independent play and classroom-based freeplay. Results are presented for (a) between-group
comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental age correlational
patterns, (b) between setting comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental
age correlational patterns within each group, and (c) comparisons of the pattern of categorical play–developmental age and
sequential play–developmental age correlations within both setting and group. Results suggest both group and setting variation
in the play–developmental age correlational patterns. Implications for multi-contextual understanding of children’s play and
the use of play in early childhood assessment are discussed. 相似文献