母亲人格与其教养方式的关系

本研究采用问卷和实验相结合的方法,以32名1.5岁的儿童及其母亲作为研究对象,探讨母亲人格与其教养方式之间的关系.结果表明:母亲的神经质与教养方式总分和共享情感氛围呈显著负相关;母亲的经验开放性与共享情感氛围呈显著正相关;母亲的移情关怀与母子共享情感氛围及教养方式总分之间呈显著正相关;母亲的认真性、观点采择与母亲回应性呈显著正相关.为提高其教养方式的恰当性与有效性,母亲应增强积极情感的表达,增加对孩子的回应,增进自身的文化素养,促进自身人格的完善.     

听力障碍儿童气质特点及其对母亲教养方式的影响

以往研究多侧重于父母教养方式对儿童心理发展的影响,而现代心理学研究发现儿童自身特点直接影响到父母教养方式。本研究采用问卷法探索听力障碍儿童的气质特点及对母亲教养方式的影响,结果表明:听力障碍儿童的气质与正常儿童的气质在专注性维度上差异显著;研究发现:影响听力障碍儿童母亲教养方式的气质的积极因素是高专注性、低活动性、低社会抑制性,影响听力障碍儿童母亲教养方式的气质的消极因素是低专注性、高活动性和高抑制性。研究对听力障碍儿童教育工作者及家长的教育具有重要的理论意义和实际应用价值。     

儿童慢性分泌性中耳炎手术对其父母心理状态影响的临床分析

目的 评估儿童慢性分泌性中耳炎手术对其父母心理状态的影响。方法 选取2017年6月～2021年10月经我科收治的因慢性分泌性中耳炎接受鼓膜置管手术治疗的患儿。患儿父母在手术前和手术后2周分别完成了20项状态特质焦虑量表1 (STAI-1)和20项状态特质焦虑量表2 (STAI-2)问卷。结果 本研究共纳入接受鼓膜置管手术治疗的慢性分泌性中耳炎患儿47例及其父母94例。术后患儿症状均明显好转。父母术前STAI-2平均得分为（29.62±7.03），其中父亲为（28.94±7.39）、母亲为（30.30±6.66），父亲与母亲的评分有统计学差异（P<0.05）。术前量表中，母亲平均得分高于父亲（P<0.05）；术后量表中，父亲与母亲的得分无统计学差异（P>0.05），但父母双方的术后STAI-1得分显著低于术前（P<0.05）。结论 慢性分泌性中耳炎患儿接受鼓膜置管手术可以导致父母有焦虑状态，尤其母亲。在对儿童进行手术治疗后，父母双方的焦虑水平均下降。必要时，可对患儿父母进行术前心理干预。     

父母控制与村镇初中学生行为的关系研究

文章旨在探讨父母控制与村镇初中学生行为的关系,采用问卷调查的方式,完成父母心理控制量表、行为控制量表、青少年行为量表等相关资料的调查研究,经过统计得出结论：初中学生的父母控制有显著的地区类型、独生子女/非独生子女差异;初中学生社会行为总分与父亲心理控制、母亲心理控制呈显著正相关,与父亲行为控制、母亲行为控制呈显著负相关;初中学生反社会行为得分与父亲心理控制、母亲心理控制呈显著正相关,与父亲行为控制、母亲行为控制呈显著负相关;初中学生亲社会行为得分与父亲行为控制、母亲行为控制呈显著正相关.一方面为村镇家庭教育的研究提供了新的视角,另一方面丰富了父母控制和青少年行为的研究,进而为教育管理部门和相关教育机构在制定政策和开展工作时提供参考.     

青少年俄底浦斯情结理论的验证性研究

以青少年及其父母为调查对象,来验证俄底浦斯情结理论推导的两个假设,男性的道德发展与父亲显著正相关,女性的道德发展与母亲显著正相关,并探讨养育方式在道德的代际传递间是否发挥中介作用.结果表明:所有被试与父母亲的良心发展呈中等程度的显著正相关;男性的良心发展与父亲呈高等程度的显著正相关,与母亲相关不显著;女性的良心发展与母亲、父亲相关均不显著;养育方式在亲子道德的代际传递间不发挥中介作用.因此在青少年道德教育的亲子传承中,父母仍需注重自己的道德榜样作用,特别是父亲对儿子的影响.     

父母婚姻质量与儿童行为问题的关系:儿童气质的调节作用

为探讨父母婚姻质量与儿童行为问题的关系,并考察儿童气质的调节作用,采用随机整群抽样的方法抽取110名1~3年级儿童及其家长和老师,选用Conners《儿童行为问卷:父母问卷》(PSQ)、王宇中《婚姻主观感受量表》(MPS)和刘文、杨丽珠编制的《基于教师评定3~9岁儿童气质结构量表》进行调查.结果显示:父母婚姻质量与儿童行为问题呈显著负相关,且夫妻冲突可以显著正向预测儿童行为问题.儿童的活动性、反应性、专注性与儿童行为问题呈显著负相关,且儿童专注性可以显著负向预测儿童行为问题.儿童的专注性在父母婚姻质量和儿童行为问题的关系之间调节效应显著,即儿童专注性越低,父母婚姻质量对于儿童行为问题的负效应越大.结论:专注性在父母婚姻质量对儿童行为问题的关系之间起到调节作用.     

文化回应性教学国际研究现状与趋势——基于WOS数据库的文献计量分析

在文化日益多元的今天,文化回应性教学备受关注。应用计量可视化软件HistCite 分析Web of Science检索平台SSCI数据库收录的文化回应性教学研究文献,绘制了文献引证关系图谱,对相关研究进行分析。研究发现:文化回应性教学研究自2006年后总体呈稳步上升趋势,美国是该领域学术研究最具代表性的国家;研究聚焦于文化回应性教学的内涵理解与课堂实践,文化回应性教学与教师教育;研究内容不断细化、深化与多元化。加强文化回应性教学的理论基础研究,重视本土建构与国际视野的互动研究,增强基于证据的文化回应性教学实施效果研究,推进教师文化回应性教学能力培养的追踪研究是未来的趋势。     

母亲受教育程度、亲职压力与幼儿词汇发展水平的关系

以149名学前儿童及其母亲为研究对象,采用家庭基本信息问卷、亲职压力量表和词汇测量工具考察母亲受教育程度、亲职压力与幼儿词汇发展水平之间的关系。结果发现:(1)母亲受教育程度与幼儿的接受性和表达性词汇发展水平呈显著正相关;母亲的亲职压力与幼儿的接受性和表达性词汇发展水平呈显著负相关。(2)母亲受教育程度和亲职压力能显著预测幼儿的接受性和表达性词汇发展水平。其中母亲受教育程度是正向预测因子,亲职压力是负向预测因子。(3)母亲的亲职压力中仅亲子互动失调维度能显著预测幼儿接受性和表达性词汇发展水平。     

婴儿情绪调节的发展:看护者的作用

婴儿期是个体情绪调节发展的起点,也是最关键的时期之一.看护者对婴儿的情绪调节发展有着重要影响,各个理论模型从不同角度阐述了看护者在婴儿情绪调节发展中的作用及其机制:依恋系统激活和动力模型强调看护者的可得性对婴儿情绪调节的影响,自我决定理论强调看护者的敏感性对婴儿情绪调节的影响,社会学习理论强调看护者的回应策略对婴儿情绪调节的影响,共同调节模型理论强调看护者的依随行为对婴儿情绪调节的影响.文章着重梳理了四大理论模型,并提出了未来研究应进一步探讨的问题.     

幼儿气质特点与其父母婚姻质量的关系研究

本研究以沈阳市某幼儿园的120名3～5岁幼儿为被试,采用<3～9岁儿童气质家长评定问卷>和对幼儿的气质特点及其父母的婚姻质量进行评定,重点探讨幼儿气质特点与其父母婚姻质量之间的关系.研究发现:(1)父母婚姻质量与幼儿气质中的情绪性维度显著相关.(2)幼儿气质中的专注性和活动性维度与父母婚姻质量的部分因子显著相关.(3)幼儿气质中的情绪性维度对父母婚姻质量有预测作用.     

Infant emotional and cortisol responses to goal blockage

This study examined the relation of infant emotional responses of anger and sadness to cortisol response in 2 goal blockage situations. One goal blockage with 4-month-old infants (N = 56) involved a contingency learning procedure where infants' learned response was no longer effective in reinstating an event. The other goal blockage with 6-month-old infants (N = 84) involved the still face procedure where infants' reactions to their mothers' lack of responsivity were not effective in reestablishing interaction. For both blockages, sadness was related to cortisol response, though anger was not--the greater the sadness, the higher the cortisol response. This differential relation is consistent with other evidence indicating the more positive role of anger as opposed to sadness in overcoming an obstacle.     

Mother–Infant Vagal Regulation in the Face-To-Face Still-Face Paradigm Is Moderated by Maternal Sensitivity

Parents' physiological regulation may support infants' regulation. Mothers ( N = 152) and 6-month-old male and female infants were observed in normal and disrupted social interaction. Affect was coded at 1-s intervals and vagal tone measured as respiratory sinus arrhythmia (RSA). Maternal sensitivity was assessed in free play. Mothers and infants showed opposite patterns of RSA change. During disrupted interaction, mothers' RSA increased and infants' decreased, suggesting self-regulation of distress. During reunion, although the typical pattern was for infants to return to baseline levels, infants of sensitive mothers and sensitive mothers both showed a significant decrease in RSA from baseline. Mothers' and infants' physiological responses may be a function of mutual responsiveness.     

Maternal Responsiveness to Infants in Three Societies: The United States, France, and Japan

This study examines and compares prominent characteristics of maternal responsiveness to infant activity during home-based naturalistic interactions of mother-infant dyads in New York City, Paris, and Tokyo. Both culture-general and culture-specific patterns of responsiveness emerged. For example, in all 3 locales infants behaved similarly, mothers also behaved similarly with respect to a hierarchy of response types, and mothers and infants manifest both specificity and mutual appropriateness in their interactions: Mothers responded to infants' exploration of the environment with encouragement to the environment, to infants' vocalizing nondistress with imitation, and to infants' vocalizing distress with nurturance. Differences in maternal responsiveness among cultures occurred to infant looking rather than to infant vocalizing and in mothers' emphasizing dyadic versus extradyadic loci of interaction. Universals of maternal responsiveness, potential sources of cultural variation, and implications of similarities and differences in responsiveness for child development in different cultural contexts are discussed.     

试论幼儿音乐教育的新认识

音乐是发展孩子想象力、创造力,促进个性发展的有效手段。在音乐教育中我们要以幼儿为本,充分发挥幼儿的自主性,要改变以往使艺术成为技能训练和表演的功能。我们可以让幼儿通过倾听音乐、感受旋律、表现音乐,体验快乐情绪;通过让幼儿创编歌词、创编动作、创编节奏,充分发挥幼儿的创造潜能;通过培养幼儿的协作意识、规则意识、良好情感,促进幼儿综合素质的提高。     

Raising a Difficult Child: Interplay Among Children’s Negative Emotionality Traits,Maternal Parenting,and Children’s Cognitive Development

Research Findings: The present study examined (a) whether children’s negative emotionality traits (anger proneness and unsoothability) interactively predict mothers’ authoritarian parenting (AP) and (b) whether children’s negative emotionality moderates the associations between AP and children’s performance on a spatial cognitive task. Eighty mother–child dyads were recruited from Seoul, Korea (children’s age = 45–66 months). The findings were as follows. First, when children were prone to anger and were simultaneously difficult to soothe, mothers were inclined to show more AP. However, when children were relatively low in either of the traits, such as when children were difficult to soothe but not prone to anger, higher levels of unsoothability were associated with less AP. Second, depending on the degree of children’s anger proneness, the associations between children’s spatial intelligence and AP varied. Among children with higher levels of anger proneness, less AP was associated with lower performance on a spatial cognitive task, whereas the opposite pattern was observed among children with lower anger proneness. Practice or Policy: This study implies that the configurations of temperamental traits and the levels of parental control need to be considered in designing teacher and parent education programs, probably in relation to the cultural context.     

Joint attention and infant toy exploration: effects of Down syndrome and prematurity

12-month-old infants with Down syndrome (n = 14) and mental and motor age-matched high-risk preterm infants (n = 14) were studied with respect to their ability to attend to and explore their environment in interactions with their mothers. The effectiveness of particular maternal attention-directing techniques in modifying infant responses to toys was expected to vary across the 2 infant groups. In general, higher-level responses to toys were expected to be associated with mother's attempts to maintain rather than redirect the child's attention and the mother's use of structured verbal and nonverbal attention-directing techniques. Results indicated that mothers of the 2 groups of infants used different attention-directing strategies, and their use of particular strategies was differentially related to the attentional capacity of the 2 groups. Differences in the infants' responses to particular maternal strategies were related to the amount of structure provided and to the demands placed on their capacity to shift attention between objects. Fewer specific maternal techniques for directing attention elicited higher-level play behavior from the Down syndrome infants, compared to the preterm group.     

关于幼儿心理健康教育课程的目标及原则

文章对开设幼儿心理健康教育课程的目标及原则作了论述 ,认为培养幼儿良好的心理品质应成为该课程设置的总体目标 ,而主体性原则 ,协同性原则、活动性原则、渐进性原则、区别性原则以及塑造和矫正相结合原则必须贯穿整个课程     

The Relation between Attachment and Knowledge of Self and Mother in One-to Three-Year-Old Infants

The relation between attachment to mother and knowledge of self and mother in 2 domains was assessed in 1- to 3-year-old infants. Infants' featural knowledge was measured by featural recognition, name, possession, and gender. In this domain, no difference between the 2 attachment classifications was obtained at 1 year of age, but significant and increasingly large differences between securely and insecurely attached infants were found at 2 and 3 years of age. The second domain measured infants' actions on self and mother in the context of symbolic play. Regardless of age, infants who were securely attached to mother acted on self and mother with greater complexity than did infants who were insecurely attached. Attachment was related equally to the complexity of infants' knowledge of self and mother. These data were discussed in the context of the development of infants' internal working models of attachment and the onset of representational ability.     

幼儿阅读的心理特点及其教育策略

阅读是一个人必须具备的能力，而阅读能力不是天生具备，需要从小进行有意识的培养。本从四个方面阐述了成人应如何根据幼儿心理发展特点，进行有效的阅读指导，从而培养幼儿自主阅读的习惯和能力：从小培养幼儿阅读的兴趣，获得阅读的经验和体验；要根据幼儿的心理特点选择阅读书目，逐渐培养幼儿从无目的到有目的的选择图书的能力；通过亲子共读，教会幼儿阅读的技巧与方法，提高阅读的效益及乐趣；督促幼儿形成良好的阅读习惯，提高自主阅读能力。     

The Role of Maternal Affect Mirroring on Social Expectancies in Three-Month-Old Infants

The role of maternal affect mirroring on the development of prosocial behaviors and social expectancies was assessed in forty-one 2- to 3-month-old infants. Prosocial behavior was characterized as infants' positive behavior and increased attention toward their mothers. Social expectancies were defined as infants' expectancy for affective sharing. Mothers and infants were observed twice, approximately 1 week apart. During Visit 1, mothers and infants were videotaped while interacting over television monitors for 3 min. During Visit 2, infants engaged in a live, 3-min interaction with their mothers over television monitors (live condition) and they also viewed a replay of their mothers' interaction from the preceding week (replay condition). The order of conditions was counterbalanced. Maternal affect mirroring was measured according to the level of attention maintenance, warm sensitivity, and social responsiveness displayed. A natural split was observed with 58% of the mothers ranking high and 42% ranking low on these affect mirroring measures (HAM and LAM, respectively). Infants in the HAM group ranked high on prosocial behaviors and social expectancy--they discriminated between live and replay, conditions with smiles, vocalizations, and gazes. Infants in the LAM group ranked low on these variables--they gazed longer during the live condition than during the replay condition, but only when the live condition was presented first; however, they did not smile or vocalize more. These findings indicate that there is a relation between affect mirroring and social expectancies in infants.