“The ‘Effects’ of infant day care reconsidered” reconsidered: Risks for parents,children, and researchers

In his article “The ‘Effects’ of Infant Day Care Reconsidered”, Belsky (1988) concludes that maternal employment puts infants at risk for developing emotional insecurity and social maladjustment. After a review of Belsky's and other research, this article offers a different conclusion. It is agreed that infants whose mothers work full-time during their first year are consistently and statistically significantly more likely than infants of mothers who work part-time or not at all to be classifed as insecurely attached when such infants are observed with their mothers in the Strange Situation. However, the difference is not large (8% greater probability), and it does not necessarily reflect emotional maladjustment. It is based on a single assessment procedure with a single partner, a procedure in which day-care infants may feel more comfortable than do other infants. Observations of heightened aggression in children who have been in day care as infants offer limited evidence of maladjustment as a consequence of maternal employment. But, there is no clear evidence that day care places infants at risk. Belsky suggests that observed day-care effects on attachment and aggression may be moderated by day-care quality; children's age, sex, and temperament; hours of separation from mother; overstimulation by mother; and congruence between the mother's attitude and work status. However, there is no convincing evidence that these factors are involved. The most promising factors to be used in accounting for individual differences in daycare infants' emotional development are the mother's attitude toward the infant, her emotional accessibility and behavioral sensitivity, and her desire for independence (her own and the infant's). What is needed now is research to assess and investigate such mediating factors, rather than blanket generalizations about day-care effects and implicit or explicit condemnations of maternal employment.     

Less day care or different day care?

Commentary is provided on 2 papers published in this issue, which suggest some risks in nonmaternal or out-of-home care (National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network, this issue; Watamura, Donzella, Alwin, & Gunnar, this issue). In light of the findings, 2 child care policy options are examined: first, support for in-home care in the early years; and second, changes in the nature of out-of-home care. From ethnographic and experimental research, it is argued that out-of-home pre-elementary care can contribute positively to social development if it emphasizes (a) children's attachment to school and peer group, (b) constructivist rather than didactic learning, (c) intrinsic and internalized motivation, and (4) group structures that support social development.     

Infant educators’ beliefs about infant language development in long day care settings

This study examined infant educators’ beliefs about infant language development in the context of early childhood classrooms. Participants were 59 educators who were employed to work directly with under-two-year-old children. Educators were interviewed to determine their understandings of infant language development and Grounded Theory qualitative techniques were used to develop a conceptual model which illustrates their perceptions of the relationships between contextual, personal and teaching and learning components of their classroom contexts. The model provides a means of conceptualising ‘insider’ practitioner voices on how, as a dynamic system, contextual, individual and pedagogical components mutually interact to bring about the kinds of experiences and interactions that can shape language development. Findings have implications for understanding educators’ perspectives on infant room quality, suggesting that issues related to educator-infant ratios, staff consistency, qualifications and professional knowledge about language development processes may impact efforts to provide intentional language development support.     

The Tragic Effects of“Blood”in Macbeth

As one of the four great tragedies of Shakespeare, Macbeth is known for its complexity, not in plot, but in the reversals of the characters’fortune and mentality. This paper analyses how the blood signs, especially"bloody hands", signify the reversal of the character of Macbeth and Lady Macbeth as well as appealing the readers’emotion of fear and pity, thus enhancing the tragic effects of the play.     

The Effects of the “Flight Technique” of Teaching on Creativity Scores

The effects of human relations seminars on dogmatism scores of educational administration students were investigated. Two groups of graduate students coming largely from the Middle and Far East were used in this study. The experimental group was given a series of human relations workshops over a period of four weeks. The results provided evidence that human relations training can reduce dogmatism as measured by the Rokeach Dogmatism Scale. Also, the seminars provided an opportunity not usually found in the traditional academic program for graduate students to interact with their peers and the faculty.     

The Harmful Effects of the Multiple-choice

The multiple-choice test is a common examination form that is widely used as a standard international testing method in various academic fields, especially in language testing. However, after many years of application, investigation and research, many teachers and educators have admitted that to judge students““ real and practical abilities, such testing method has many limitations and drawbacks.     

Chinese Valentine''''s Day The seventh day of the seventh luner month

On Valentine's Day in China, the seventh day of the seventh lunar month, raise your head and gaze at the stars, you will find something romantic going on in the sky. That is, on that day' s evening, Niu Lang and Zhi Nu will meet on a bridge of magpies (鹊桥) across the Milky Way (银河). Chinese grannies will remind children that they would not be able to see any magpies on that evening because all the magpies have left to form a bridge in the heavens with their wings.     

The Intertextual Interpretation of “The Hours”

文章从互文性在文本中的具体表现手法入手,探讨迈克尔·坎宁安的《时时刻刻》与弗吉尼亚·伍尔夫的《达洛维夫人》、多丽丝·莱辛的《到十九号房间》、夏洛特·波金斯·吉尔曼的《黄壁纸》以及诸多神话故事、历史故事和民间传说之间的互文关系,试图＂澄清＂它并非某一文本的被动戏仿,而是作者迈克尔·坎宁安将他人的不同文本精心融合成一个包罗万象的＂大熔炉＂。     

Educators’ use of questioning as a pedagogical strategy in long day care nurseries

Educators’ questions can encourage children to engage in extended conversations, facilitate comprehension and stimulate thinking. Many studies of educators’ questioning have focused on children aged 3 years and older. Little is known about the manner in which educators of infants in non-parental group care settings use questioning as a pedagogical strategy. Six university-qualified early childhood educators in Sydney, Australia, were videorecorded for 40 min each in their long day care centres. Informed by systemic functional linguistic theory, the educators’ questions addressed to infants (defined as children under 2 years of age) were coded according to whether they served a pedagogical or regulatory function. Pedagogical questions were defined as questions intended to promote children’s learning, whereas regulatory questions functioned as commands and offers which were intended to manage behaviour. The educators’ pedagogical questions were then further analysed according to the response required of the infant. Confirm questions sought a yes or no response, specify questions (who, when, where, what) sought the name of a person, time, place or entity and explain questions (why or how) sought an explanation or justification. The findings demonstrated that educators differed greatly in terms of the frequency and manner in which they used questioning as a pedagogical strategy when interacting with infants. So-called open questioning, which has been shown to stimulate conversation with older children, may not be appropriate for infants whose distinctive developmental trajectories differ from those of preschool-aged children. The findings suggest the need for a more nuanced understanding of the role of questioning in promoting infants’ language, literacy and intellectual development.     

“The Pleasure of Reading”

Reading books will not only enrich our life, but also broaden (1) our horizon.In addition, it will add(2) grace to our life. Thus, it is the favourite pastime of men     

The Plural of“Child”

Teacher:What is the plural of man,Tom?Tom:Men.Teacher:Good.And the plural of child?     

The Uses of “Ernai”

Ernai(the second wife of a married man) is the production of the booming economy society in China. No matter how good life they are living currently, they never earn the pride and the social status and were traded and used by men. They are allowed to belong to men not themselves. Ernai is the reflection of the unequal status of women and the falling of women's status in current society.     

让“day day up”们来得更猛烈些吧

中华文明漫漫5000年历史长河,在战胜自然、开拓未来的进程中,处处闪耀着创新与超越的光芒,从饮毛茹血、燧中取火,到海中采油、“嫦娥奔月”,从结绳记数,到超大集成计算机的开发运用,生生不息的生命源泉,既孕育了中国人高超的智慧,也造就了中国人特有的幽默。而语言（包括文字）的进化与演变,则是中国人智慧与幽默的极好载体。这种“功夫”,     

The Stylistic Appreciation of “The Solitary Reaper”

Based on the knowledge of the stylistics, this paper is designed to have a better understanding of the author and the poem after a general comprehension of the phonological devices and language.     

Parents’ attitudes towards inclusive education in day care facilities

ABSTRACT

Parents’ attitudes towards inclusive education in day care facilities in the city and rural district of Osnabrueck in Germany were assessed by conducting a written survey (N?=?809). In the survey, parents indicated their perceptions of advantages and risks of inclusion for children with and without special needs. The interviewed parents perceived more advantages than risks for both groups of children. The results of the assessment varied depending on the kind of child care facility. The paper concludes with recommendations for future research and about how institutions should develop to adequately go about the implementation of inclusive education.