Menus for toddlers in Day Care: Part I

In this and the next three issues of Day Care and Early Education,we will provide a total of four weeks' worth of menus for toddlers. Some findings of the Living Environments Group at the University of Kansas were described in the last issue (“Facts and Fancies about Children's Foods,” by Marion O'Brien). This installment's introductory section explains how the menus were developed and how the recipes can be used. Additional advice and information will be included with the future sections. Tood R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas. Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion O'Brien is a writer for the Living Environments Group. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as well as all the staff and children at the Toddler Center.     

Menus for toddlers in day care: Part IV

This is the last part of a four-part series of articles that provide a total of four weeks' worth of menus for toddlers. In the first installment (Fall 1978) will be found the basic recipes for preparing Milk Plus, TVP, and Fruit Juice, as well as a general introduction to the format of these menus. Todd R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas. Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion O'Brien is a writer for the Living Environments Group and has served as consultant to the toddler center in which the research was conducted. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as well as all the staff and children at the toddler center. The research described here was supported in large part by grant MC-R-200347 from the Office of Maternal and Child Health to the Bureau of Child Research and the Department of Human Development at the University of Kansas. The toddler day care program is fully described in the bookThe Toddler Center: A Practical Guide to Day Care for One- and Two-Year-Olds, by Marion O'Brien, Jan Porterfield, Emily Herbert-Jackson, and Todd R. Risley (Baltimore: University Park Press, 1978).     

Menus for toddlers in dau care: Part II

This is the second part of a fourpart series of articles that provide a total of four weeks' worth of menus for toddlers. In the first installment (Fall 1978) will be found the Basic Recipes for preparing Milk Plus, TVP, and Fruit Juice, as well as a general introduction to the format of these menus. Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion O'Brien is a writer for the Living Environments Group and has served as consultant to the toddler center in which the research was conducted. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as well as all the staff and children at the toddler center. The research described here was supported in large part by grant MC-R-200347 from the Office of Maternal and Child Health to the Bureau of Child Research and the Department of Human Development at the University of Kansas. The toddler day care program is fully deseribed in the bookThe Toddler Center: A Practical Guide to Day Care for One-and Two-Year-Olds, by Marion O'Brien, Jan Porterfield, Emily Herbert-Jackson, and Todd R. Risley (Baltimore: University Park Press, 1978).     

Infants and toddlers at play: Looking for meaning

The world is an ever-changing place. Objects are always moving, appearing and disappearing, and changing how they look. Very young children are being constantly confronted with the challenge of understanding the world around them as it changes from minute to minute, day to day.Dee Smith and Jeanne Goldhaber both teach early childhood courses in the Department of Human Development Studies at the University of Vermont.     

So big: the development of body self-awareness in toddlers

Early development of body self-awareness was examined in 57 children at 18, 22, or 26 months of age, using tasks designed to require objective representation of one's own body. All children made at least one body representation error, with approximately 2.5 errors per task on average. Errors declined with age. Children's performance on comparison tasks that required them to reason about the relative size of objects and about objects as obstacles, without considering their own bodies, was unrelated to performance on the body awareness tasks. Thus, the ability to represent and reflect on one's own body explicitly and objectively may be a unique dimension of early development, a distinct component of objective self-awareness that emerges in this age period.     

Outdoor play environments for infants and toddlers

Every adult is aware that babies enjoy playing. Even before an infant is able to grasp an object, brightly colored toys are suspended in a crib or held for him to enjoy. Once the baby is able to crawl, stand, and walk, the opportunities to explore the environment and play are expanded. While we are familiar with indoor play areas for infants and toddlers in homes, churches, or caregiving centers, only recently has there been significant interest in the design of outdoor play environments. Because more children are being placed in caregiving settings in the early months after birth, awareness of the need for infant-toddler playgrounds has led to the construction of playscapes for children two years and younger.Sue C. Wortham is an Associate Professor at the University of Texas, at San Antonio.     

From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion

Generating true learning dialogue as opposed to a collection of loosely affiliated posted messages on a class discussion board can be challenging. This paper presents the results of a cross‐case analysis of nine naturalistic case studies of online classes, looking at how activity design and facilitation factors affected various dimensions of student participation. Findings show that use of guidelines, deadlines and feedback and type of instructor presence affect the resulting discourse in an online class. Additionally, the paper explores how particular types of learning activities are better suited to generating discussion than others and how the integration of discussion activities with the rest of the course activities and requirements impacts learner motivation and participation.     

Day care room transitions for toddlers: Recommendations for a supportive physical environment

The physical setting can be used to facilitate room transitions for toddlers in day care centers. A case study approach is taken to provide specific examples of supportive physical features for toddler transitions. Recommendations that support the transition process are provided.     

Active living: Physical activities for infants, toddlers, and preschoolers

Active Living is an approach that encourages people to be physically active every day. By targeting infants, toddlers, and preschoolers, early childhood educators will contribute to their lifestyles as Active Living Children. This article is designed as a framework for early childhood educators to support an active lifestyle among very young children. Various activities are described to promote active play for very young children and all of its associated benefits.     

Assessing intentional communication in deaf toddlers

This study examines the eliciting potential of two tasks, one for proto-imperative and another for protodeclarative communicative intentions. The task to elicit proto-imperative utterances and the scoring form are partially based on Casby and Cumpata's (1986) Protocol for the Assessment of Prelinguistic Intentional Communication (PAPIC). However, a number of modifications are proposed for use with young deaf children. For the protodeclaratives, a new eliciting task called Tac-Tic was created. These tasks were offered to 18 normally developing profoundly deaf toddlers at the ages of 18, 24, and 30 months. Results indicate that both tasks possess sufficient eliciting potential to measure both the prelinguistic and early linguistic illocutionary force of profoundly deaf children. Moreover, the new eliciting task Tac-Tic seems to have a higher eliciting potential than the corresponding task used in the PAPIC. For clinical aims, a more adapted and more efficient scoring form than the one Casby and Cumpata used was created.     

Paternal play with toddlers: Recreation and creation

The purpose of the paper is threefold. First, it presents empirical data about paternal and maternal games displayed with toddlers in a play situation with polyvalent objects. Both parents proposed predictable routines through conventional games. But differences in parental games also occurred, as fathers proposed new ways of using the objects through non conventional games more than mothers did. Second, those results are interpreted in terms of paternal specific contributions to development. In fact, in such play situations with toddlers, paternal behaviors are more destabilizing than maternal ones. Last, we discuss whether paternal irregularities in such play situation with objects may favor cognitive development, as well as structurant maternal regularities in the same situation. More generally, the complementary contributions of maternal and paternal perturbations in different kind of situations (play, language development) are questioned.     

Out of the toolbox: toddlers differentiate wobbly and wooden handrails

This study examined whether 16-month-old walking infants take the material composition of a handrail into account when assessing its effectiveness as a tool to augment balance. Infants were encouraged to cross from one platform to another via bridges of various widths (10, 20, 40 cm) with either a "wobbly" (foam or latex) or a wooden handrail available for assistance. Infants attempted to walk over wider bridges more often than narrow ones, and attempts were more frequent when the sturdy wooden handrail was available. Infants tailored their exploratory behaviors, bridge-crossing strategies, and handrail-use strategies to the material properties of the rail.     

Reactive attachment disorder in maltreated toddlers

OBJECTIVE: To determine if Reactive Attachment Disorder (RAD) can be reliably identified in maltreated toddlers in foster care, if the two types of RAD are independent, and to estimate the prevalence of RAD in these maltreated toddlers. METHODS: Clinicians treating 94 maltreated toddlers in foster care were interviewed regarding signs of attachment disorder at intake in an intervention program. RESULTS: Using categorical and continuous measures, both types of RAD can be reliably identified in maltreated toddlers. Both continuous scores and categorical diagnoses indicated that a substantial minority of maltreated young children do exhibit signs of attachment disorders sufficient to meet criteria in DSM-IV and ICD-10. The two types were moderately convergent and at times co-occurred in the same child. Prevalence of RAD in this high-risk sample was 38-40%. Indiscriminate/disinhibited RAD was identified in children with and without an attachment figure. Within this maltreated group, toddlers whose mothers had a history of psychiatric disturbance were more likely to be diagnosed with attachment disorders. CONCLUSIONS: RAD may be reliably identified in maltreated toddlers. Emotionally withdrawn/inhibited and indiscriminate/disinhibited types of RAD are not entirely independent.     

Pretest cuing after forgetting of a food-motivated maze task in rats: Synergistic action of context and reinforcement

It is now well known in animal studies that spontaneous forgetting, as well as performance decrements resulting from other sources, can be alleviated by means of pretest treatments. Several previous experiments have shown that reliable forgetting is observed after a 25-day training-to-test interval on a relatively complex maze. This forgetting can be alleviated by pretest exposure to background stimuli in the experimental room. The effects of this treatment can be modulated by varying either the duration of the treatment or the length of the cuing-test interval. The purpose of the experiment presented here was twofold: (1) to demonstrate the multidimensionality of memories in our paradigm by comparing the effects of different reminder treatments, namely pretest access to the reinforcer and contextual cuing, and (2) to test the general hypothesis, formulated by Spear (1978, p. 418), that “the elicitation and retrieval of the target attribute of a memory depend on the arousal of a sufficientnumber or kind of the remaining attributes of this memory.” The data showed that pretest food reinforcement had no significant effect on retention performance; that pretest contextual cuing did, in some precise conditions, alleviate forgetting; and that some combinations of context and reinforcement had what amounted to a synergistic action on retention performance.     

e-learning研究新视野——社会心理学

通过“一个优秀学习者的e-learning退出事件”的个案研究,说明社会心理学在e-learning学习者学习行为研究中的作用与地位;然后从社会心理学视野分析了此事件中学习者的学习行为的发生、发展、变化的过程与原因,明确提出从社会心理学视野研究e-learning,为我国e-learning实践与研究开拓新的领域。     

绿色行政:法治视野中的行政观

构建和谐社会需要贯彻科学发展观的要求,做到发展和谐、环境和谐和社会和谐。“绿色行政”对整个社会改善行为具有统一标准的功能,对执政能力的提高和执政方式的转变具有重要意义,要求在观念更新、制度创新、完善立法和配套措施等方面提出推动行政法治化的完善路径和具体对策。以ISO14001环境管理体系认证为依托实现绿色制度创新,提高政府及其工作人员的环境管理水平,推进社会经济的可持续发展。