Infant day care facilitates preschool social behavior

Seventy-one preschool-age children entering infant day care at varying times and receiving varying amounts of infant day care were compared on their reunion-with-parent behavior, teacher and parent ratings of their behavior, and playground play interactions. Age of entry into day care (≤ 6 months vs. > 6 months) had no significant effect on attachment to mother as measured by reunion behaviors or on play and socialization skills as measured by observation and behavior rating scales in a full-time day-care setting. Furthermore, children with more hours and months of day care engaged in less watching, solitary play, and teacher comfort-seeking behavior, and they showed more cooperative play, positive affect, peer interaction, and positive verbal interaction. Thus continuous infant day care in quality centers appears to facilitate preschool social behavior and does not negatively affect attachment behavior.     

幼儿体操训练与家长心态调查

通过对家长送孩子参加幼儿体操训练的动机获取体操训练点信息的途径和对训练与学习之间的态度，以及对教练员的评判标准进行了问卷调查分析，探讨了幼儿体操训练在训练点信息的传括，训练内容的调整和教练员与学校，家长合作等问题。     

传统道德与幼儿教育--兼论《三字经》的幼教思想

文章从教宜早,教有方,重环境,重身教,重教育五个方面,阐述了中国传统道德在幼儿教育中的非常作用。同时,兼论了《三字经》中的幼儿教育思想。     

幼儿教育新的价值取向：幼儿教育与生活的融合

一、教育和生活的关系一个人一出生,就在这个世界上生活,从他的诞生、发展、成熟、延续直至死亡是一个生长的过程,是一个人生活历程的全部内容。当然生活并不仅仅是生理学意义上的,并不仅仅是指人的生命的内在潜能自然展开的过程,而且还包括人的知识、能力、个性,直至整个精神世界经验的过程。因此生活对于个体来说就可简化为被经验到的一切,个体的生活获得各种经验。而这种经验的增长、组织、更新就是广义的教育。因此教育离不开生活。杜威曾说“教育应当是生活本身,而不是生活的准备”。在杜威看来,教育并不是强制儿童静坐听讲和…     

Infant Neurosensory Development: Considerations for Infant Child Care

Infant brain development is a dynamic process dependent upon endogenous and exogenous stimulation and a supportive environment. A critical period of brain and neurosensory development occurs during the third trimester and into the “fourth” trimester (first three months of life). Disruption, damage, or deprivation in the infant’s social and physical environment can create permanent deficits in the developing neurosensory systems. Implications for infant child care environments are discussed, and a review of quality and standards in infant child care environments leads to a call for improvements to optimize child development.     

Signal properties of reinforcement and reinforcement omission on a multiple fixed-ratio schedule

A series of experiments used food-deprived pigeons to examine several parameters of reinforcement omission in an attempt to control changes of keypeck response measures on a subsequent schedule. In Experiments 1 and 2, the pigeons were tested with a multiple fixed-ratio schedule on which reinforcement was occasionally omitted at the completion of the first component. The duration of the delay occurring in lieu of reinforcement was systematically varied. In Experiment 3, the stimulus that signaled the second component of the schedule was altered to appear either more or less similar to the stimulus that signaled the first component. Two principal results are reported: (1) Response latency decreased and, to a much lesser extent, terminal response rate increased as the delay occurring in lieu of reinforcement decreased; and (2) both latency decrease and response-rate increase were enhanced by a second component stimulus which was similar to the first. The results are evaluated in terms of Amsel’s frustration theory and an analysis by Staddon which suggests that reinforcement inhibits responding. The data appear to support Staddon’s argument that rate increases and latency decreases following reinforcement omission are largely a function of an attenuation of the inhibitory influence of reinforcement, an effect that is enhanced by stimulus generalization. Accordingly, it is proposed that an animal’s response to reinforcement omission is determined by a stimulus complex that minimally includes the omission event and component cues.     

Security of attachment and preschool friendships

Attachment theory proposes that the quality of the mother-child tie predicts the quality of a child's other close relationships. The purpose of this study was to test whether security of attachment to mother is related to the quality of a preschooler's best friendships. 33 4-year-old and their best friends participated (mean age = 46 months). Attachment Q-set data were collected to score security of mother-child attachment. Security data were used to classify the friend pairs as secure-secure or secure-insecure. Best friend dyads were observed for a 1-hour free-play session. Each pair's behavior was described with the Dyadic Relationships Q-set, a measure designed to describe the behavior of a pair of children. Secure-secure pairs were more harmonious, less controlling, more responsive, and happier than secure-insecure pairs. The results are related to previous work on attachment and social competence.     

外国学前教育引进与20世纪上半期中国学前教育变革

20世纪上半期,中国学前教育制度及其思想发生了巨大变革,每次变革都与当时外国学前教育的引进分不开。时值今日,我国学前教育现代化水平仍然处于相对落后地位。如何引进并借鉴外国学前教育的先进经验和模式,推进我国学前教育制度及其理论的变革与创新,仍然是摆在国人面前的重要课题。     

Behavioral contrast and reinforcement value

Behavioral contrast was produced in two target components of a four-component multiple schedule by having two target stimuli followed either by a higher rate of reinforcement or by extinction. Response rate was higher in the target followed by extinction. Periodic probe trials were then presented in which the two target stimuli were presented together. Choice on these probe trials was in favor of the stimulus followed by the higher rate of reinforcement during regular training. Experiment 2 replicated this finding but with probe trials presented throughout training. Here, preference for the stimulus followed by the higher rate of reinforcement was evident early in training, substantially before the contrast effects developed. The results challenge interpretations of contrast based on the concept of relative value.     

Preference reversal and delayed reinforcement

Pigeons chose, in a two-key discrete-trial procedure, between 2- and 4-sec access to grain, with the larger amount always presented 4 sec later than the smaller. As the delay between the choice and the availability of the smaller reinforcement was varied from .01 to 12 sec, all subjects reversed preference from the small-early to the large-late reinforcement. The values of delay at which preference reversed were approximately consistent with the matching law as adapted for delayed reinforcement.     

塑造理想的幼儿教师

提起幼儿教师这一职业,可能很多人会产生一种“既简单又轻松”的感觉,而事实则不然。如果你接触过幼儿教师,或者你了解幼儿教师,又或者你的孩子正在接受着幼儿教师的教育,那么你的感觉一定是另外一种,而且你会对幼儿教师有很多的要求。最近我们做了一次问卷调查,希望通过调查来寻找一种理想的、完美的幼儿教师形象。问卷共发放了４５０份,收回３８０份。其中家长１２０份,幼儿教师１２０份,幼儿园园长７２份。分析问卷,我们有趣地发现,这三类人员站在自己不同的角度,对理想中幼儿教师形象的设计有很大的区别。调查表分三大部分…     

幼儿撒谎心理及教育对策

幼儿撒谎是一种普遍现象 ,但有些家长和教师由于认识上存在偏差 ,从而导致了矫正策略上的失误。本文从心理学的角度对幼儿撒谎产生的原因进行了较为深入的分析 ,并提出了相应的教育对策。     

Choice and goal-directed behavior in preschool children

Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training schedules are interpreted in terms of dual-process theories of action control.     

Reward and ideational fluency in preschool children

This study examined the effects of rewards on the ideational fluency of 75 preschool children. Assigned to a reward or nonreward condition, the children were administered two ideational fluency tasks, Unusual Uses and Pattern Meanings. Analyses revealed a significant main effect for reward on the ideational fluency components of originality, total fluency, and flexibility. In all cases the rewarded subjects scored lower than the nonrewarded group. These findings support the growing body of evidence that rewards are detrimental to creative functioning.