Comparisons of observed process quality in German and American infant/toddler programs

Observed process quality in infant/toddler classrooms was compared in Germany (n = 75) and the USA (n = 219). Process quality was assessed with the Infant/Toddler Environment Rating Scale(ITERS) and parent attitudes about ITERS content with the ITERS Parent Questionnaire (ITERSPQ). The ITERS had comparable reliabilities in the two countries and similar factors were found. Content validity of the ITERS is supported in both countries by similarly high ITERSPQ importance scores. ITERS classroom mean scores are similar (Germany = 3.21; USA = 3.36), but a higher US standard deviation is found. A discriminant analysis revealed differences between countries on a bipolar dimension, with US programs characterized by higher scores on custodial issues while German programs have higher scores on educational aspects. Spearman rank order correlations were completed on ITERSPQ importance scores and observed ITERS scores, showing an association only in the USA. Results are discussed in terms of the parental values and infrastructures found in the two countries.

La qualité de processus observée dans les salles de classe des Enfants/Petits Enfants a été comparée en l’Allemagne (n = 75) et aux Etats‐Unis (n = 219). La qualité de processus a été évaluée avec l’Échelle d’Évaluation de l’Environnement des Enfants/Petits Enfants (ITERS) et les attitudes des parents au sujet du contenu de l’ITERS avec le Questionnaire d’ITERS pour les Parents (ITERSPQ). L’ITERS a eu fiabilités comparables dans les deux pays et des facteurs semblables ont été trouvés. La validité du contentu de l’ITERS est soutenue dans les deux pays par des points sur l’importance d’ITERSPQ pareillement hauts. Les points moyens ITERS de la salle de classe sontsemblables, (Allemagne = 3.21 ; Etats‐Unis = 3.36), mais un écart type plus élevé pour les Etats‐Unis est trouvé. Une analyse discriminante a indiqué des différences entre les pays sur une dimension bipolaire, avec les programmes des Etats‐Unis caractérisés par de points plus hauts sur la question de la garde tandis que les programmes allemands ont de points plus hauts sur des aspects éducatifs. Des corrélations Spearman d’ordre de rang ont été accomplies sur les points d’importance ITERSPQ et on a observé des points d’ITERS montrer une association seulement pour les Etats‐Unis. Des résultats sont discutés en termes de valeurs et infrastructures parentales trouvées dans les deux pays.

La calidad de proceso observada en salas de clase de infantes/niños pequeños fue comparada en Alemania (n = 75) y los E.E.U.U. (n = 219). La calidad de proceso fue determinada con la Escala para Evaluar el Ambiente del Infante/ Niño pequeño (ITERS) y las actitudes de los padres hacia el contenido del ITERS con el Cuestionario ITERS para los Padres (ITERSPQ). El ITERS tenía confiabilidades comparables en los dos países y se encontraron factores similares. La validez del contenido del ITERS es apoyada en ambos países por los puntajes sobre la importancia del ITERSPQ que son semejantemente altos. Los puntajes medios ITERS de la sala de clase son similares, (Alemania = 3.21; E.E.U.U. = 3.36), pero se encuentra una desviación estándar más alta con los E.E.U.U. Un análisis discriminante reveló diferencias entre los países en una dimensión bipolar, con los programas de los E.E.U.U. caracterizados por puntajes más altos en el área de la custodia mientras que los programas alemanes tienen puntajes más altos en los aspectos educativos. Las correlaciones Spearman sobre el orden de rango fueron completadas en los puntajes sobre la importancia de ITERSPQ y se observaron puntajes de ITERS demostrando una asociación solamente en los E.E.U.U. Los resultados se discuten en términos de los valores parentales e infraestructuras encontradas en los dos países.     

Help for a fledgling field: A coalition of infant/toddler educators

Marjorie Brickley is an Early Childhood Instructor at York College in Queens, NY. Aimee Gelnaw is an Educational Coordinator for the Urban Prekindergarten Program/Babyland in Newark, NJ. Both are members of CITE     

Evaluation of a computer‐based reading intervention in infant and junior schools

Recent studies (Fawcett et al, 1999; Nicolson et al, 1999) have demonstrated that 6 and 8 year old children found to be at risk of reading failure can be provided with very cost‐effective support using traditional teaching methods. Nonetheless, a significant minority of children failed to make sufficient progress. The present studies undertook a replication of these studies, using the RITA computer‐based literacy support system. The RITA system assists, rather than replaces, the teacher in providing support tailored to each child’s profile of reading attainments. The results indicated that the RITA support was both educationally effective and economically effective, with comparable cost effectiveness to the traditional approach when used with infant school children (6 year olds), and somewhat greater cost effectiveness when used with junior school children (8 year olds). All groups of children reacted very positively to the RITA lessons. It is suggested that computer‐assisted reading support can be effective in supporting children at risk of reading failure, even at junior school level.     

Newborn irritability moderates the association between infant attachment security and toddler exploration and sociability

This longitudinal investigation of 84 infants examined whether the effect of 12-month attachment on 18- and 24-month exploration and sociability with unfamiliar adults varied as a function of newborn irritability. As expected, results revealed an interaction between attachment (secure vs. insecure) and irritability (highly irritable vs. moderately irritable) in predicting both exploration and sociability with unfamiliar adults. For exploration, results supported a dual-risk model; that is, toddlers who had been both highly irritable and insecurely attached were less exploratory than other toddlers. For sociability, results supported the differential-susceptibility hypothesis; that is, highly irritable infants, compared to moderately irritable infants, were both less sociable as toddlers when they had been insecurely attached and more sociable when they had been securely attached.     

A national survey of educational preparation programs for early intervention specialists.

To examine the status of preprofessional education in early intervention, we conducted a nationwide survey of college and university programs offering degrees in education of the deaf. Curriculum content and practicum experiences with infants and toddlers and their families were examined, as well as general comments and recommendations of program directors. Additional information was sought from programs offering specializations at the preschool level to determine whether they had CED affiliation, and if so, whether they were certified in the areas of parent-infant education or early childhood education. The findings are discussed in the context of Public Law 99-457 and the growing emphasis on family centered early intervention.     

A social relations analysis of toddler peer relationships

We examined whether young children form different relationships with specific peers. Using the social relations model, effects of individuals as either actors or partners were distinguished from effects of relationships. Relationship effects are inferred when behavior within a dyad cannot be predicted from behavior that both partners give and receive in other social contexts. 32 20- or 30-month-old children were each paired with 2 partners (same age and gender) and observed for 18 40-min play sessions. The social relations analysis indicated that children differed consistently in their initiation of interaction (actor effects) and in the conflict contributions they elicited from their peers (partner effects). Relationship effects were found in games and contingent interaction, and were generally reciprocal. Relationship effects emerged gradually; in contrast, neither actor nor partner effects increased over time. Results were discussed in the context of definitions of relationships and peer relationships of young children.     

广播影视类专业实践教学模式研究

本文分析了实践教学模式的内涵、实践教学原则、实践教学内容的设置,在分析德国FH实践教学模式基础上,以电视节目制作专业为例,详细阐述了广播影视类专业实践教学各环节的建构与创新。     

Maternal correlates of growth in toddler vocabulary production in low-income families

This study investigated predictors of growth in toddlers' vocabulary production between the ages of 1 and 3 years by analyzing mother-child communication in 108 low-income families. Individual growth modeling was used to describe patterns of growth in children's observed vocabulary production and predictors of initial status and between-person change. Results indicate large variation in growth across children. Observed variation was positively related to diversity of maternal lexical input and maternal language and literacy skills, and negatively related to maternal depression. Maternal talkativeness was not related to growth in children's vocabulary production in this sample. Implications of the examination of longitudinal data from this relatively large sample of low-income families are discussed.     

Differential reactions to assertive and communicative acts of toddler boys and girls

34 children were observed in infant play groups. 2 sets of infant behaviors were coded: assertive acts and attempts to communicate with adults. No sex differences were observed at 13 to 14 months in any of these behaviors. However, adults attended to girls' assertive behaviors far less of the time than to boys' assertive behaviors. They attended more to girls' less intense communication attempts and to boys' more intense attempts. When 29 of the same children were observed in toddler play groups no more than 11 months later, there were sex differences in behavior. Boys were more assertive; girls talked to teachers more. Teachers no longer differentiated their responses to boys and girls. Peers reacted more to boys' assertive behavior than to girls.' We hypothesized that caregivers may use stereotypes to guide their reactions to infants because infant behavior is ambiguous. For the toddlers, behavior had become more defined, and caregivers reacted to the behaviors. By using the sex stereotype to guide their reactions to younger children, the caregivers may have perpetuated the stereotype.     

Web-based criminology/criminal justice programs in Texas colleges and universities

As part of distance learning education, web-based programs have become very popular and have been adopted nationwide by a number of higher education institutions. The adoption of web-based programs in criminology/criminal justice has grown slower than in some disciplines (e.g., business, medicine, computer science, and engineering). This study examines the state of web-based programs in 80 Texas public colleges and universities. The author concludes that although the web-based pedagogical approach is rather new and few courses have been offered, these web-based options for education are becoming increasingly available. The main reasons for the absence of a web-based program are lack of hardware in the departments, concerns for its value and integrity, lack of preparation time, and faculty's lack of familiarity with technology. Several recommendations are provided to make the web-based programs better and more available.     

A longitudinal study of maternal involvement and symbolic play during the toddler period

Social contexts may provide important clues to our understanding of early symbolic play development. In the present study, the effects of maternal involvement on symbolic play development during the toddler period were investigated. 16 mother-child dyads were observed at bimonthly intervals in a free-play setting during the period from 20 to 28 months of age. Mothers' availability as a play partner varied during the course of the half-hour play sessions, depending on the presence or absence of the experimenter. When differences in level and duration of symbolic play were examined in light of maternal availability, both the level of play and length of play episodes increased when the mother was available to play with the child. 3 maternal involvement conditions were then compared: mother actively interacting and suggesting during play, mother participating via verbal commentary, and child playing alone. Results indicate that both maternal involvement conditions raise the level and length of play episodes.     

Evaluation of a group intervention using a feminist approach for women experiencing sexual abuse

OBJECTIVE: The present study evaluates a group intervention using a feminist approach for women experiencing sexual abuse in childhood or adulthood in order to measure changes associated with participation in a group intervention and verifies whether effects are maintained over time. The present study relates effects of the group intervention in terms of psychological distress, depression symptoms, post-traumatic stress symptoms and feelings of guilt and helplessness. METHOD: The sample consists of 26 women participating in a group intervention offered by sexual assault centers in Quebec (CALACS - Centre d'aide et de lutte contre les agressions à caractère sexuel). RESULTS: Results show significant differences between pretest and post-test scores obtained one week following the end of the group intervention and gains are maintained at follow-up 3 months later. CONCLUSION: The findings suggest that participation in the group intervention is associated with a reduction of psychological distress, depression symptoms, post-traumatic stress symptoms and feelings of guilt and helplessness in adult women reporting sexual abuse.