Parental Perceptions of the Use of Internal Sources of Information About Children's Development

This exploratory study examined parental perceptions of the information sources parents use when wanting or needing information about their three-year-old child's motor, social, and cognitive development. Specifically, this study compared parental perceptions of the use of internal information sources (i.e., parents' own intuitions about development, religious beliefs/teachings, and childhood experiences) to perceptions of the use of external information sources (i.e., books, magazines, counselors, etc.). Further, this study examined differences in parental perceptions of use of internal information sources by parent and child gender, and by developmental domain (i.e., information about a child's motor, social, and cognitive development). Sixty mothers and 60 fathers of a three-year-old child completed an information use structured interview. Findings revealed that almost half of the parents reported referring to their own intuitions, religious beliefs/teachings, and/or childhood experiences as sources of information about their child's development. Parents perceived the internal information sources as being used significantly more frequently and as significantly more useful for information about their child's social development than for information about their child's motor and cognitive development.     

Parents' and Children's Perceptions of Parental Behavior: Associations with Children's Psychosocial Adjustment in the Classroom

Objective. We examined correspondence in parents' and children's perceptions of parenting and associations between these perceptions and children's social adjustment in the classroom. Design. The sample included 214 children (M age = 9) from third to fifth grades and their parents. Children and parents reported on parenting behavior. Results. Parents' self-reports and children's reports about parents showed systematic differences, with parents perceiving themselves as more supportive than children perceived them to be. Direction of discrepancy between child and parent reports appeared to be more important than size of discrepancy in predicting child outcomes. Hierarchical regression analyses showed that parents' self-perceptions of parenting and children's perceptions of parenting were predictive of different measures of child psychosocial adjustment. Conclusions. The results of this study support the assumption that parents' self-perceptions and children's perceptions of parenting provide unique views of the family and unique relations to children's psychosocial adjustment.     

父母陪伴与儿童的人力资本发展

人力资本发展对家庭和经济社会高质量发展至关重要.对我国家庭父母陪伴与儿童入力资本发展的关系进行考察发现,父母陪伴对初中学龄儿童认知与非认知能力的发展均有显著影响.其中,亲子陪伴时间的投入会显著提高儿童的认知能力和非认知能力;督导时间的投入对儿童认知能力的发展有一定的抑制效应,但能显著提升儿童的非认知能力;娱乐时间的投入对儿童非认知能力的发展有显著的正向促进效应,但对儿童认知能力发展的影响不明显.通过异质性分析发现,上述发展关系在儿童性别、户籍、出生顺序、留守与否,以及不同的陪伴主体等不同特征群体具有显著的组间差异.进一步分析表明,父母陪伴主要通过提高与学校的交互程度、提升儿童学习的积极性等来促进其子女的人力资本发展.     

Exploring Parental Mediation of Internet Use Through Young Children's Perspective

Education and Information Technologies - The purpose of this study was to investigate the parental mediation of children’s internet use from middle school students’ point of view. In...     

Home Environments and Parental Support for Literacy: Children's Perceptions and School Literacy Achievement

This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success.     

Home Environments and Parental Support for Literacy: Children's Perceptions and School Literacy Achievement

This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success.     

Primary Teachers’ Beliefs About Children's Development

The paper is a report of recent research on the beliefs about children's development held by a sample (n=28) of good teachers of primary school history. The argument centres on two questions, concerning: (1) good practice as the basis for the improvement of teachers’ practice generally; and (2) the applicability of psychological perspectives to teachers’ practice. Evidence is reported under four headings namely, teachers’ estimates of the ages at which children succeed on tasks, their ability to engage in task analysis, their view of children's error and their view of developmental accounts. The main conclusion drawn is that the answer to the two questions is negative and positive respectively. The implications of this conclusion for the implementation of the National Curriculum are discussed, leading to the claim that extra help and in‐service training for teachers is not merely desirable but strictly necessary.     

Parental Perceptions of Kindergarten Children

Abstract

Parents and teachers of twenty-one well-adjusted and twenty-one poorly-adjusted kindergarten children rated them on a semantic differential scale consisting of fifty bipolar adjectives. The hypothesis of a greater discrepancy in ratings between father and mother of poorly-adjusted children as compared with well-adjusted children was supported at the .05 level. Further, greater discrepancies were found between mother and teacher and between father and teacher of the former group as compared with the latter. The items showing significantly greater discrepancies for the poorly-adjusted children as compared with those rated as well-adjusted were identified     

Parental Perceptions of Learning Disabilities

Abstract

The research presented in this article analyses 242 written responses to interview questions conducted with families who live in the United States to explore parental perceptions of disabilities. The data were analyzed through a case study methodology and discourse analysis. Findings from this study illustrate how parents drew upon both medical metaphors and sociocultural factors to discuss their perceptions of their or their children’s perceived learning disabilities.     

Children's Writing and the Use of Information and Communications Technology

This paper outlines issues around learning to write and considers the range of difficulties children may experience. The role of Information and Communications Technology in facilitating writing development is considered. Software applications that can be used to support aspects of the writing process and target teaching are outlined. Criteria for evaluation of existing products and the implications for practice in educational psychology are discussed.     

Parental Perceptions and the 1981 Education Act

Parents of children assessed for special educational needs were interviewed in two London Boroughs. The results, highly relevant to the current issues of integration and parental participation, are discussed by Dr Sarah Sandow, principal lecturer in the Education Department, West London Institute of Higher Education, and research assistant, Penny Stafford.     

Children's Understanding of Parental Differential Treatment

This study examined whether established associations between perceptions of parental differential treatment and sibling relationship quality are moderated by children's perceptions and attributions about parental behavior. Sixty-one children, aged 11–13 years, and their siblings were interviewed separately about parental differential treatment. Children did not perceive PDT in two-thirds of the instances they reported about, and 75% of the children who acknowledged that differential treatment was occurring in their homes did not find this to be " unfair." Children justified differential parental behaviors by identifying ways that they and their sibling differ from one another, that is, in terms of differences in their age, personal attributes, needs, relationship with parents, or strategic behaviors. Children who perceived their parents' differential behavior to be justified generally experienced more positive appraisals about their sibling relationship. Results reinforce the importance of examining how children construct their experiences in their families.     

Children's Drawings About the Environment

Drawings by English and Mexican school children (7 to 9 years old – year three of primary education) were analysed to evaluate their environmental perceptions, and their major expectations and concerns for the future. The analyses considered whether culture and the school ethos with regard to the environment have an effect on the formation of environmental perceptions in young children. A total of 741 drawings were collected from eight schools: three in England and five in Mexico. Results show that children manifest a deep environmental concern in their pictures (37% depicted environmental problems). Children were pessimistic about the future; 54% thought the world will be in worse shape in 50 years time. Mexican children gave significantly greater importance to drawing rural places. Overall, however, children from these two countries, with significant structural and cultural differences, manifested more similarities in their drawings than differences. There was no strong evidence to suggest that children from schools with environmental policies developed a higher concern for environmental issues. Children's drawings are useful tools in providing valuable information for the assessment of children's environmental perceptions.     

Children's Perceptions of their Nursery Education

There is much in the literature reporting details of children's experience of their preschool educational setting as perceived by adults; however, few reports exist with regard to children's own perceptions of their experience. This article discusses some of the problems associated with interviewing young children and suggests an interviewing technique involving the use of role play. Children in three nursery classes were interviewed in order to ascertain their perceptions of their nursery experience. Phenomenography has provided a useful framework for the interpretation of findings. This approach is based upon the theory that there are a limited number of qualitatively different ways in which people perceive or understand various aspects of, or phenomena in, the world (Marton, 1988). The present study has attempted to identify the qualitatively different ways in which children perceive aspects of their experience in nursery education.     

Children's Inferences About Friendship and Shared Preferences Based on Reported Information

Two experiments (total N = 195) examined third-party inferences about friendship and shared preferences from reported dyadic information. Four-year-olds (N = 48) inferred friendship between individuals based on reports of prosocial behavior, and similarity, but not based on arbitrary links. Children privileged prosocial behavior over similarity when asked to adjudicate between the two. Adults (N = 120) were tested online and showed the same overall pattern of inferences. Furthermore, 4-year-olds (N = 27) expected individuals who had engaged in prosocial behavior to be playmates as well as friends, and to share preferences for novel games, but not novel foods. These findings shed crucial light on preschoolers' third-party friendship inferences, and add to our knowledge of their concept of friendship.     

借助现代信息技术促进幼儿数学能力发展

数学具有很强的抽象逻辑性;幼儿学习数学依赖动作、借助表象,需要丰富的生活体验等。幼儿数学教育应以符合幼儿学习数学的心理特点为原则,以有效培养幼儿学习数学的兴趣和能力为目标,有机整合现代信息技术和传统教育方法,生动活泼、务实有效地开展数学教育。     

信息概念的发展及其哲学意义

通用信息概念可由事物的实在状态及其相关规律表示,并可将其划分为狭义信息与广义信息、自然信息与人文信息以及客观信息与主观信息等类型,如通信科学、物理学、天文学、生物学、脑科学和社会科学诸多领域的信息及其实际应用情况。关于物信论的哲学意义可以从通用信息的角度在本体论、发展观和认识论的高度展开。