黑龙江省农村留守幼儿社会化状况研究

在我国城市化进程加快的背景下,农村留守幼儿群体在短期内不但不会消失,反而将会不断扩大,特别是近年来农村留守幼儿群体出现的多方面问题呈现出越发严重的趋势。我们采用陈会昌教授编制的《幼儿社会化量表》进行研究设计,对黑龙江省10个农村地区的23所幼儿园928名幼儿的社会化状况开展了调查,调查结果显示：不同性别、不同年龄、是否...     

农村留守幼儿家庭教育缺失现状及对策研究

随着我国农村剩余劳动力向城市的不断转移,大量幼儿被滞留在广大农村地区,其家庭教育处于基本缺失状态.因此,农村留守幼儿家庭教育应得到应有的重视.构建家庭、学校、社会三位一体教育模式,形成教育合力,实现教育的最优化,从根本上保障并加强农村留守幼儿的家庭教育的意义重大.     

3岁～6岁幼儿气质特点及其对父母教养方式的影响——基于广州市1700名幼儿的调查分析

本研究以广州市1700名3岁~6岁幼儿家长为对象,对3岁~6岁幼儿的气质和父母教养方式进行调查,结果发现:广州市3岁~6岁幼儿在注意分散度上性别差异显著,男孩的注意更易分散;独生子女和非独生子女在适应度、反应强度、坚持度、反应阈上存在显著差异,非独生子女的得分均高于独生子女得分;不同年级的幼儿在趋避性、注意分散度上存在显著差异;不同年龄的幼儿在规律性、趋避性、坚持度上存在显著差异;反应强度对民主性教养方式有负向预测作用,对其他教养方式有正向预测作用;坚持度对民主性教养方式有正向预测作用,对其他教养方式有负向预测作用;适应度对民主性教养方式有负向预测作用,对不一致性教养方式有正向预测作用;活动量和情绪本质对民主性教养方式有正向预测作用。     

家庭缺失对农村留守儿童社会化的影响及其对策

农村留守儿童是我国城市化进程中出现的一个特殊群体,家庭缺失对农村留守儿童的社会化造成了一定影响。文章从社会化的角度分析了农村留守儿童由于家庭缺失在社会化过程中出现的问题,并提出了几点看法与建议。     

父母对幼儿情绪社会化的影响机制研究

情绪社会化（Emotional Socialization）是幼儿社会性发展的一个重要方面,是指幼儿在原始情绪产生的基础上。在人际交往和社会行为的反馈中,那些蕴涵社会意义的情绪的产生过程（刘云艳,1995）。这一过程的顺利实现有利于幼儿心理健康的发展和良好个性的形成,有助于他们日后更好地适应社会生活。父母作为与幼儿相处时间最长、关系最为密切的重要他人,是影响幼儿情绪社会化状况的重要因素之一．直接影响幼儿情绪社会化的发展方向和水平．而这种影响主要是通过以下四种机制实现的。     

论农村留守儿童父母监护缺失的问题

农村留守儿童是我国现代化进程中出现的特殊群体,这个阶段性问题不仅对留守儿童自身的成长和发展有伤害性影响,而且这也将成为我国和谐社会建设的一个脆弱环节。儿童对整个家庭来说是触一发而动全身的影响,留守儿童及其家庭在"留守"以后所产生的后遗症也是未能全面预见和解决的。父母是孩子的第一监护人也是家庭之所以成为家庭的必备因素。因此,父母监护的缺失造成农村留守儿童在成长中出现的问题是应当引起重视的。     

家庭教育缺失对留守儿童社会化的影响及对策

儿童社会化是个体社会化的起点,在影响儿童社会化的诸多因素中,家庭因素最为重要,家庭教育不仅为儿童智商发育搭建平台,也为儿童情商发展构筑基础。农村“留守儿童”作为中国社会转型期的一个新生群体,由于其家庭教育的缺失对其社会化产生了诸多不良影响,需要家庭、学校、政府、社会通力合作,从改善国家制度环境和改善农村教育环境两条主线入手来加以解决。     

父母教养方式对3～6岁幼儿责任心发展的影响

本研究通过对大连市3所幼儿园3￣6岁382名幼儿责任心及其父母教养方式的问卷调查,探讨了父母教养方式对幼儿责任心发展的影响。结果表明父母教养方式是影响幼儿责任心发展的重要因素。民主性父母教养方式容易促进幼儿责任心良好发展;溺爱性、放任性、专制性和不一致性父母教养方式容易导致幼儿责任心不良发展。     

大众媒介对幼儿社会化发展的影响

人的社会化是一个持续终生的过程，而幼儿期又是接受社会化的最佳时期。大众媒介的蓬勃发展，给人们的生活带来了诸方面的影响，它逐渐成为影响人社会化的重要因素。大众媒介对幼儿的社会认知、社会性交往以及道德行为的发展都产生了重要影响。     

河南省农村留守幼儿生存与发展状况调查研究

随着农民工年龄越来越年轻化,留守幼儿的生存与发展问题这一社会问题日渐引起社会的关注。通过对河南省郑州市农村留守幼儿生存与发展状况的调查,结果表明,农村留守幼儿生存状况与其监护人年龄及文化素质及家庭经济条件密切相关,其发展状况与非留守幼儿之间存在较大差距。建议外出务工的父母尽可能不要将幼儿留守给那些年龄大且文化素质地的祖父母辈,政府应对那些经济条件差的留守幼儿采取一定的补偿措施,幼儿园教师应针对留守幼儿发展中存在问题采取一定的积极措施,以促进留守幼儿的发展。     

论角色游戏对幼儿社会性发展的影响

游戏是幼儿时期的一种重要活动,是幼儿生活和成长过程中不可或缺的元素。角色游戏是幼儿游戏中最常见的一种游戏,是幼儿对社会规则、社会情感、人际交往的初步感受和认识,也是培养幼儿分享、合作的有力工具。在角色游戏中,幼儿通过角色的扮演,社会性各方面便在与同伴的沟通和交流中得到发展。     

家庭教养方式对儿童道德发展的影响及家庭德育策略

家庭教养方式是影响儿童道德发展的重要因素。父母积极的教养方式(如温暖、鼓励、支持等)有助于儿童道德的发展,父母消极的教养方式(如严厉管教、控制、忽视等)会阻碍儿童道德的发展。儿童道德发展及家庭德育面临诸多问题,如家长自身道德素养亟待提高,忽视儿童身心发展规律及德育养成规律,重智育、轻德育,父亲教养缺位严重,留守与流动儿童家庭德育缺失,家庭、学校、社区未能密切配合等。促进儿童道德发展、改进家庭德育现状,需要多方共同努力,家长要进行"适度"与"关爱"教育,父亲要承担应尽之责,此外,还需要传承培育良好家风,关心关爱留守与流动儿童,加强家庭德育横向衔接,做好"互联网+"时代下的家庭德育。     

父亲教养行为与幼儿同伴交往能力的关系研究——以“婚姻质量”为调节变量

随着社会的发展,父亲在幼儿发展中的作用越来越凸显,成为家庭教育的重点关注对象。本研究采用访谈法和问卷法,以广州市学龄前幼儿及其父亲为研究对象,调查父亲教养行为与幼儿同伴交往能力的关系。并且把夫妻的婚姻质量作为调节变量考虑在内,考查其是否在父亲教养行为和幼儿同伴交往能力的关系中起到一个调节的作用。结果显示,父亲不同的行为对幼儿分别有不同程度的影响,并且高质量的婚姻可以明显弥补父亲教养的不足。     

Shyness and Social Conflict Reduce Young Children's Social Helpfulness

This study examined social influences on 3‐year‐old children's decisions to help an experimenter gain another person's attention (N = 32). Children were slower to help the experimenter when the target had previously expressed disinterest in attending to her. Shy children were less likely to support the experimenter's attempts to communicate with the target; however, this association was not influenced by children's knowledge of the target's disinterest, and there was no relation between shyness and children's support for a separate physical goal. Therefore, young children's decisions to act helpfully incorporate consideration for others beyond a focal person with an unmet need, and they are further constrained by children's own comfort with the actions required to help.     

Social Interactions in the Home and the Development of Young Children's Conceptions of the Personal

Observations and interviews of 20 middle-class 3- and 4-year-olds and their mothers were conducted to examine the emergence of the personal domain. Interviews with children showed that 3- and 4-year-olds make a conceptual distinction between personal, and moral or conventional issues. Interviews with mothers indicated that they viewed it as important for young children to have freedom of choice over personal issues to develop a sense of autonomy and individuality. Observations in the home revealed that mothers tended to give direct social messages to children about moral, conventional, and prudential events, and were more likely to give indirect social messages in the form of offered choices to children in response to personal issues. Mothers were more likely to negotiate with children over personal than other social events. These data revealed a pattern of social interactions concordant with event domain, which included a reciprocal system along the border between the personal and the conventional.     

家庭教养方式与子女英语成绩的关系分析

20世纪40年代迄今,国内外心理学家运用实证研究探索发现家庭的养育方式与儿童的心理健康水平、人格发展水平、学业成绩等有极显著的关系。笔者通过在教学实践中对学生的观察和研究也证明:家庭教养方式与子女英语成绩密切相关,子女成绩差主要受家长期望过高、家庭教育环境不适、教养方式方法不当、对非智力因素重视不够等几方面因素的影响。     

The Influence of Early Patterns of Positive Parenting on Children's Preschool Outcomes

This study examined for patterns of maternal warm responsiveness and restrictiveness across 6, 12, and 24 months of age to determine if there were subgroups of mothers who varied in the way they adapted to children's changing developmental needs. The study included 136 healthy full-term children and 228 preterm children of high (n = 90) and low (n = 138) medical risk. We identified four distinct clusters of mothers; one of which appeared the most optimal in terms of adapting. This maternal cluster showed high levels of warm responsiveness across ages and only slight increases in restrictiveness. Two less optimal clusters showed low levels of warm responsiveness and dramatic increases in restrictiveness with increasing age. A final cluster of mothers also displayed dramatic increases in restrictiveness and withdrew warm responsiveness as the infant approached the toddler period. Mothers who displayed the most optimal pattern were older, of higher socioeconomic status, held less restrictive and more child-centered childrearing attitudes, and had higher social support. These mothers also had children with more optimal social and cognitive outcomes at 40 months of age. These analyses provide support for targeting in intervention programs mothers' attitudes regarding childrearing and their needs for positive social support.     

幼儿社会性发展研究述评

作为构成幼儿个体发展的三大主题之一的社会性发展,是幼儿身心和谐发展的重要方面。从幼儿社会性发展的内涵与价值、发展水平、影响因素及培养策略等方面进行梳理,其中幼儿社会性发展的影响因素及培养策略研究主要集中于家庭、幼儿园和同伴三个方面。发现已有研究尚存在不足,有待于进一步深化和拓展。     

父母教养方式对幼儿同胞关系的影响

本文通过对649名幼儿进行问卷调查,深入探讨了父母教养方式对幼儿同胞关系的影响及父母对同胞冲突处理策略的作用机制。结果发现:二孩家庭中父母教养方式以民主型为主,父母教养方式能够显著正向预测同胞关系,父母对同胞冲突处理策略在父毋教养方式与同胞关系之间具有完全中介作用。建议伴随二孩政策推进,全面三孩政策实施,父母应坚持民主教养,为幼儿树立榜样,及时关注大孩的心理变化,树立正确处理同胞冲突的观念,采取以幼儿为中心的策略,选择合适的时机介入同胞冲突。     

Social Interactions in Preschool Classrooms and the Development of Young Children's Conceptions of the Personal

Two studies examined preschool teacher and child interactions regarding personal, moral, and social-conventional issues in the classroom and the development of personal concepts in young children. In Study 1, 20 preschool classrooms, 10 with 3-year-olds and 10 with 4-year-olds, were observed to assess children's and teachers' interactions regarding personal, moral, social-conventional, and mixed events. Teachers used more direct messages regarding moral and social-conventional events than personal and mixed events. Teachers offered children choices, but they rarely negotiated personal events with children. Children responded with personal choice assertions when adults offered them choices, but adults did not differ in the frequency that they negated or affirmed children's assertions of personal choice. In Study 2, 120 preschool children, nearly evenly divided between males and females at 3, 4, and 5 years of age, were interviewed regarding their conceptions of personal events in the classroom and home. With age, children judged that they should retain control over personal decisions in both contexts. In both judgments and social interactions, teachers and children identified a personal domain in which children can and should make choices about how to structure their activities and assert their independence in the classroom.