Developmental outcome of preterm infants with intraventricular hemorrhage at one and two years of age

Around 1980, many perinatal centers began prospective cranial screening of preterm infants using portable ultrasonography at the bedside. This study examined developmental outcome at 1 and 2 years in relation to the presence and severity of neonatal intraventricular hemorrhage (IVH). It varies from earlier reports in the size of the sample, restriction to infants without periventricular leukomalacia (PVL), and an attempt to formulate a predictive model by examining development longitudinally. Parametric and nonparametric analyses demonstrated that IVH related to Bayley mental and motor scores and neurologic ratings at 1 year but not at 2 years. Developmental delay and/or neurologic abnormality were more prevalent in infants with severe IVH but were far from universal. Regression analyses on prediction from neonatal and 1-year performance to 2-year scores revealed significant associations between the 1- and 2-year measures but not the neonatal and outcome measures. A direct insult to the CNS such as IVH thus constitutes only a limited model of risk status.     

Physical and cognitive development in the first two years

Summary Physical and cognitive development proceed at a breathtaking pace in the first two years of life. Infants enter the world as competent individuals who actively explore the external world from the moment of birth. As their basic reflexes disappear, they begin to engage in intentional and purposeful behavior. Their ability to move, as in crawling and walking, and to manipulate objects extends their opportunities to learn about the physical environment. Responsive and supportive caregivers who work with infants and toddlers play a critical role in providing an optimal learning environment that takes into account infants' unique developmental needs. The next segment of the four-part series addresses the social and emotional development of infants and toddlers.     

Social and emotional development in the first two years

Summary Social and emotional development begins from the moment of birth. Remarkably, infants are able to engage with their social world, particularly their parents and family. They start to establish a secure attachment with their primary caregivers who provide not only nurturance but guidance. A sense of security facilitates infants' exploration of their physical and social world. They demonstrate selective preferences—they prefer to look at faces and listen to voices—that reflect their genetically programmed disposition. Infants are able to express their emotions and recognize the emotional expressions of others. The development of basic human attributes emerge in the first few weeks and months of life. Caring, loving adults play such a critical role in providing learning opportunities to interact with others and express their emotions in an appropriate manner. Adults shape the quality of experiences that infants encounter and provide the basic building blocks of trust that support further development later in life.     

英语交际能力的培养与开发

本文通过解决知识的无限性与在校学习时间的有限性这个矛盾,使学生从"学会"上升为"会学",为学生获得终身学习能力、创新能力及自我发展的能力打好基础。     

英语语境与交际能力的培养

语言通过生活环境建构自己,生活环境又为语言提供了表达功能的场所,因此“以言行事”与“生活环境”密不可分。外语教育面临的最大问题也正是这种言语活动所依赖的语境的缺失。在外语具有“可学性”(learnability)前提下,必须创建用语言来执行交际功能的言行环境。语境选择要与学生生活相统一,在“情”与“境”的合力下,让学生的想象力、直觉、创造精神和交际能力得到良好的发展。     

The development of gait: a study in African children ages one to five

The purpose of this study was to describe quantitatively the gait development of a group of African children to determine how the pattern changes would relate to growth and maturation. This work applies an established technology of gait analysis to field conditions. 65 children of the Gusii tribe from southwestern Kenya were selected for study with an age range from 13 months to 69 months. Gait evaluation was performed by film recording free-cadence walking of the children. Growth in stature and age both influence the gait patterns. Developmental patterns of alteration in velocity, stride length, and cadence quantitatively measured in this study closely parallel observations made on children in laboratory settings by other workers.     

A brief screening battery for predicting school achievement at ages seven and nine years

This article describes the development, utilization, and evaluation of an early screening battery for predicting school success or failure. The battery was administered to the pediatric population of the Southern California Permanente Medical Group, Panorama City Medical Center, at the time of the routine five-year health examination. For 411 children whose school performance was assessed by the teacher at age seven years, the Caldwell Test was the best predictor, but it had significant value for girls only (p<0.0001). In 1,251 children evaluated at age nine years, the Beery-Butkenica Developmental Test of Visual-Motor Integration (VMI) and the Caldwell Test were the best predictors (p⩽0.003). In 600 children for whom we had teacher ratings at ages seven and nine years, the VMI repeated at age seven years significantly predicted academic achievement and reading at age nine years for girls and boys (p = 0.007). Although combining the academic performance with VMI results at age seven years yielded 89% accuracy of prediction at age nine years, the false-positive rate represents a serious practical problem of mislabeling children as school failures.     

Concurrent and predictive validity of parent reports of child language at ages 2 and 3 years

The MacArthur-Bates Communicative Development Inventories (CDI; Dale, 1996; Fenson et al., 1994), parent reports about language skills, are being used increasingly in studies of theoretical and public health importance. This study (N = 113) correlated scores on the CDI at ages 2 and 3 years with scores at age 3 years on tests of cognition and receptive language and measures from parent-child conversation. Associations indicated reasonable concurrent and predictive validity. The findings suggest that satisfactory vocabulary scores at age 2 are likely to predict normal language skills at age 3, although some children with limited skills at age 3 will have had satisfactory scores at age 2. Many children with poor vocabulary scores at 2 will have normal skills at 3.     

近代教会大学教育学科的建立与发展

教会大学是中国近代高等教育的重要组成部分,其教育学科在建立与发展的过程中,形成了自身的特色。教会大学的师资从最初由牧师兼职发展到教育专业教师;课程设置趋于实用化、本土化,逐渐从理论走向实践,从课堂走向社会;教学方法强调多样化、科学化,积极开展教学实习和教育测量;培养人才注重博专结合等,均开风气之先,促进了中国教育学科的发展,并对中国教育现代化产生了重要影响。     

The development of emotion expression during the first two years of life

This study examines the course of emotion expression development over the first 2 years of life in a sample of full-term and preterm children. 58 mother/infant pairs were videotaped at infant ages of 2 1/2, 5, 7 1/2, and 22 months, recording face-to-face interaction involving play and separation/reunion sessions. The tapes were coded on a second-to-second basis using Izard's facial affect coding system. Data analysis focused on (1) differences in expressive behavior at 22 months as a function of risk status, gender, attachment status, and patterns of earlier maternal contingency behavior; (2) stability of specific emotional expressive patterns across assessment periods; and (3) the relation of expressive behavior and security of attachment at 2 years to qualities of earlier affective interchange. Mother's contingency behavior (both general level and specific contingency patterns) appeared to have a material effect on the course of emotional development, as did birth status and gender. Prematurity was associated with differential socioemotional development well into the second year, much in contrast to the "catch-up effect" observed in linguistic and cognitive functioning. Discrete emotions analysis of attachment groups yielded differentiation along a broad negative/positive dimension, but it also showed that insecurely attached children can be characterized as showing inhibited anger expression. The results of this study are discussed within the framework of organizational models of infant affective development; attachment theory and discrete emotions approaches were found to yield different yet equally informative data on the course of socioemotional development.     

Social withdrawal,observed peer acceptance,and the development of self-perceptions in children ages 4 to 7 years

Children who think poorly about themselves are considered at-risk for a myriad of negative outcomes. Thus, it is important to explore possible origins of such cognitions, particularly in young children. The purpose of this study was to examine the relations between various nonsocial behaviors (i.e., reticence and social withdrawal), observed peer acceptance at ages 4 and 7 years, and self-perceptions at age 7 years in both boys and girls, respectively.Participants included 163 children (89 females, 74 males) who were seen at age 4 and then again at age 7 years. For girls, results revealed that nonsocial behavior (both reticence and solitary-passive withdrawal) was negatively related to observed peer acceptance at both ages 4 and 7, and peer acceptance, as early as 4 years of age, was found to influence self-perceptions of competence at age 7 years. For boys, results revealed that (a) reticence at age 7 predicted negatively to perceived peer acceptance, perceived physical and perceived cognitive competence at age 7 years, (b) solitary-passive withdrawal at age 4 predicted positive cognitive self-perceptions at age 7, and (c) solitary-passive withdrawal at age 7 predicted negatively to perceived peer acceptance and perceived physical competence at age 7 years.     

Mother-child interaction at age two years and perceived difficult temperament

The current study investigated a hypothesized link between early child temperament and later problem behavior. Early temperament was assessed at ages 6, 13, and 24 months via mother ratings on age-appropriate versions of the Infant Characteristics Questionnaire. The 24-month form was developed in this study. Factor analyses of the questionnaire indicated a clear difficultness factor that was similar in content across all 3 ages. The 6-, 13-, and 24-month difficultness factors were correlated with home observation measures of mother-toddler interaction at age 24 months. Home observation indexes focused on situations where the mother tried to control the toddler's "trouble" behavior. Children rated by their mothers as difficult at 24 months were found to approach "mild trouble" more frequently than children perceived as easy or average. Furthermore, their mothers used intrusive control tactics more frequently than mothers of easy or average children. Analysis of behavior sequence variables showed that difficult children resisted their mothers' control attempts significantly more often than easy or average children, that is, had more conflict with the mothers. The 6- and 13-month difficultness scores predicted both the 2-year-old difficultness rating and the observed conflict indexes. It is suggested that the conflict observed in the interaction between the difficult 2-year-olds and their mothers is conceptually similar to the conflictual behavior characteristic of older, clinically referred, socially aggressive children and their mothers. Thus, the conflicted interactions found at age 2 years may represent an empirically based link between difficult infant temperament and the development of childhood problem behavior.     

高职两年制的课程开发

周济同志在全国第三次高职教育产学研结合经验交流会上指出:"高职教育要培养千百万高技能性人才,办让人民满意的教育.""高等职业教育学制由三年逐步过渡到两年.这不仅是一个单纯的学制问题,实际上是一个导向和机制问题."我校从2002年起开始试办高职两年制专业,实践使我们认识到高职三年制过渡到两年制的关键是课程开发.课程是高等职业教育教学活动的内容纲要和目标体系,是教师教学工作和学生学习活动的总体规划.课程开发牵一发而动全身,直接影响教学内容、教学方法和管理方法的选择.目前多数学校采取的以课程定工作量和报酬的管理方法也将随之变化,最终将影响到培养人才目标的实现程度和教学效率的高低.     

Children's knowledge of thematic and taxonomic relations at two years of age

An interesting conflict exists in the developmental literature concerning the strength of thematic versus taxonomic associations. "Dog-doghouse" is a thematic match, while "dog-horse" is a taxonomic match. This study compared the ability of children to identify both types of associations at 2 points during the third year of life: 26 months (N = 15) and 34 months (N = 24). A reinforced match-to-sample technique was used in which half of the matches were thematic and the other half were taxonomic. Both age groups were able to identify thematic matches, although children near 3 years of age were able to recognize a wider range of thematic associations than children near 2 years of age. The 26-month-olds were unable to identify taxonomic matches that had no perceptual basis, but the 34-month-olds were successful at this task; the 34-month-olds appeared to have a more general understanding of categories that was less tied to perceptual features.     

Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany

Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE). We then considered how the instructional quality of primary schools influences numeracy. We finally analysed how preschool and primary school interact. We sampled 547 children who attended 97 German preschools. Latent growth curve analyses identified child and family factors related to age 3 numeracy and development to age 7: gender, migration background, socioeconomic status (SES), mother education, HLE. The effects of preschool on numeracy development persist until age 7 with notable effects from process quality. Strengthened efforts are needed to ensure high quality preschool education in Germany.     

浅谈交际策略与英语口语交际能力的培养方式

当前我们的英语口语教学还是存在着效果不佳的现象,学生对适当的交际策略不能够很好地把握,本文试对互动式英语口语交际练习模式展开分析,论述了在这一模式中交际策略的渗透。     

交际教学法的理论发展及其语言测试研究概述

交际教学法作为语言教学流派之一对外语教学产生了巨大的影响。本文主要概述了交际教学法的理论发展以及交际教学法指导下的语言测试所覆盖的内容,指出交际教学法的理论发展与测试实践应当平衡发展,以便更好地推动语言教学。     

Role of perceptual and conceptual similarity in category matching at age two years

Perceptual and categorical similarity were varied independently in a concept-matching task administered to 26-month-old children (N = 25). 44 test sets were assembled. Each set included a 3-dimensional standard and an array of 4 pictures, one of which was a member of the same basic or superordinate category as the standard. On each trial, placing the standard on the matching picture resulted in activation of 1 of 12 mechanical displays. The test sets varied in the perceptual and categorical resemblance of the standard to the match and to the nonmatches, as determined by adults' ratings. Perceptual similarity proved to be the primary determinant of difficulty level. When perceptual resemblance of the standard and the match were equated, superordinate and basic matches were equally difficult. When perceptual resemblance was minimal, most children were unable to recognize matches at either the basic or superordinate level.     

从“一国两制”看和平共处思想的发展

"一国两制"是在一个中国的框架内,大陆实行社会主义制度(这是统一后的主体),而在香港、澳门、台湾保留原有的资本主义制度不变。两种制度在国家宪法和法律的保护下共同存在、相互竞争、共同发展,这是两种制度在一国之内的和平共处。在马克思主义发展史上,和平共处思想首先是由列宁提出的;以毛泽东为代表领导人发展了列宁的和平共处思想,把其应用的范围扩大到处理相同制度国家间的关系;邓小平的"一国两制"把和平共处原则运用到一国之内,发展突破了列宁、毛泽东的和平共处思想。