小班幼儿问题行为与其同伴交往能力的关系研究

研究对沈阳市五所普通幼儿园344名小班幼儿问题行为与其同伴交往能力发展的关系进行了探究。采用张元修订的《幼儿同伴交往能力量表》和Conners儿童行为教师评定量表,研究结果表明:(1)小班幼儿问题行为中多动因子和多动指数因子上存在显著的性别差异,且都是男孩得分高于女孩;独生女与非独生子女的幼儿问题行为无显著差异;(2)幼儿同伴交往能力中语言和非语言交往能力存在着显著的性别差异,即女孩得分显著高于男孩,而独生子女和非独生子女的同伴交往能力发展差异不显著;(3)幼儿问题行为中的四个因子均与其同伴交往能力中的语言和非语言交往能力、社交障碍及总分呈显著性负相关,其中注意力不集中—被动对幼儿同伴交往能力有极其显著的负向预测作用。     

父母教养方式对大班幼儿同伴交往能力的影响——以安徽省B市部分幼儿园为例

家庭教育对孩子的影响贯穿一生,父母作为孩子的第一任"老师",其教养方式对幼儿有着重要影响。同伴交往能力是幼儿社会性发展的重要组成部分,对于即将步入小学的大班幼儿来说有重要意义。本研究从大班幼儿这一群体入手,就当前父母教养方式对其同伴交往能力的影响展开调查,发现民主型教养方式能促进大班幼儿同伴交往能力发展,专制型、溺爱型以及忽视型教养方式则有反作用。基于此,笔者建议:父母们寻求教养的一致性,在保持民主型教养方式的基础上平衡专制型教养方式、减少溺爱型教养方式、警惕忽视型教养方式,促进大班幼儿同伴交往能力发展。     

幼儿同伴关系问题及交往能力培养的思考

同伴关系是人际关系的主要组成部分,它在儿童社会化和身心全面健康发展过程中起着极其重要的作用。积极良好的同伴关系是幼儿心理健康发展的重要精神环境。本文通过对同伴交往的现状及问题存在的原因分析,探寻了培养幼儿同伴交往能力的教育策略。     

幼儿同伴交往能力培养的策略研究

同伴交往能力对幼儿的社会化发展具有十分重要的作用。良好的同伴交往能力有助于幼儿摆脱自我中心意识,促进幼儿的社会认知发展和减少问题行为,提高他们的社会适应能力。我国幼儿在成长过程中普遍存在缺乏适宜交往的环境与机会、浓厚的交往兴趣以及有效的交往技能的问题,严重制约了他们的社会性发展。为此,成人要为幼儿提供丰富多样的交往环境和机会,采用促进幼儿交往的有效方法,并在实践中帮助幼儿掌握基本的交往技能。     

幼儿情绪行为问题与父亲参与教养的关系

对334名3～7岁幼儿的父母施测父亲参与教养问卷（IFI）、儿童长处与困难问卷（SDQ）。结果显示：父亲参与对幼儿情绪有显著影响;父亲的支持与规划、日常照顾、鼓励与表扬能有效预测幼儿的品行问题;父亲的鼓励与表扬能有效预测幼儿的情绪和同伴行为问题;父亲的管教与约束可以预测幼儿的多动行为问题;父亲的支持与规划能有效预测幼儿的亲社会行为。     

4-6岁幼儿同伴交往能力与自尊关系研究

文章采用问卷调查法考察4-6岁幼儿同伴交往能力与自尊的发展状况及两者之间的关系。结果表明:4-6岁幼儿同伴交往能力与自尊呈显著正相关,并且同伴交往能力能够显著预测自尊发展水平。进一步的逐步多元线性回归分析表明,语言与非语言能力、亲社会性、社交障碍是自尊及其三因子的有效预测变量。据此,为提高幼儿自尊发展水平,教师应充分认识到两者之间关系的复杂性,并着重培养幼儿的语言与非语言能力、亲社会行为以及社交技能。     

浅谈幼儿同伴交往能力的发展

与同伴交往的能力是一项重要的社会性能力.了解幼儿同伴交往能力的特点对于幼儿健康和谐的成长及幼儿园同伴交往活动的开展都具有指导意义.     

习性学视域下幼儿同伴交往能力的培养

习性学的核心理念中包括:儿童依恋、同伴的相互作用和社会智力。本文通过对习性学核心理念的概括以及幼儿同伴交往能力现状和原因分析,提出习性学对幼儿同伴交往能力的培养有以下几点指导策略:第一,家庭——建立早期安全型依恋关系;第二,幼儿园——提供同伴相互作用的有效指导;第三,社会——营造发展幼儿社会智力的大环境。     

中大班幼儿社会观点采择能力与同伴交往能力关系研究

本研究以北京市一所幼儿园中大班133名幼儿为研究对象,运用测量法和观察法,探索中大班幼儿社会观点采择能力与同伴交往能力之间的关系.结果表明,中大班幼儿的社会观点采择能力与同伴交往能力在总体和各维度上均存在正相关,且社会观点采择能力对同伴交往能力具有一定的预测作用;二者总体上不存在年级与性别差异;二者关系的表现类型大致有双低型、低高型、高低型、双高型四种.据此,研究者提出了相关教育建议.     

如何培养幼儿间同伴交往意识和能力之我见

采用光沉积-液相化学法调节电子流向,构建了直接Z型TiO₂/Ag/Ag₃PO_{(4 )}(TAAPO)光催化材料.通过扫描电子显微镜(SEM)、透射电子显微镜(TEM)、X射线衍射仪(XRD)、X射线光电子能谱(XPS)、紫外-可见漫反射光谱仪以及光致发光(PL)光谱仪等手段对其进行表征,并对其在可见光照射下催化降解环丙沙星(CIP)的性能进行了研究.结果表明,当水体pH为3.0,催化剂分散浓度为0.3 g/L,CIP的初始浓度为15 mg/L时,光催化降解体系能够取得最佳的去除效果.在该组条件下,光照120 min CIP的降解率约为99%,并且在经历4个循环后仍然保持了良好的降解效果.在光催化降解CIP的过程中,主要反应活性物种为超氧自由基(·O₂     

父亲的教养方式及其对子女焦虑的影响

揭示父亲教养方式主要体现在与子女游戏上,父亲与子女建立有效安全依恋、父亲对子女生活的参与程度,对其探索外部新奇世界产生重要影响,父亲还通过孩子的母亲间接地影响子女的成长。通过自下而上、自上而下和交互作用等三类研究,发现父亲教养方式与子女的焦虑存在显著高相关,继而探索加强与子女的游戏,重视与子女建立安全的依恋关系,向子女提供更多积极反馈、解释或建议,同时克服父亲自己的过度焦虑等维护子女适度焦虑的有效策略。     

父母育儿缺失对农村幼儿社会化发展的影响——基于湖南958名3-4岁幼儿的心理发展调查

本研究通过对湖南省17个县(市)的985个幼儿家庭育儿实况和幼儿社会化发展的调查发现:高达64%的农村幼儿在成长过程中父母处于缺位状态,且多数在幼儿22个月时就外出务工;农村留守幼儿的社会化发展水平低于非留守幼儿,与城镇幼儿发展水平之间的差异更为显著。为保障农村幼儿的健康发展,必须加强祖辈和父辈对农村留守幼儿情感和社会化发展的关注,强化其直接或间接的亲子良好互动,并进一步提升幼儿教师"代理母亲"角色的作用。     

Building Preschool Children's Emotional Competence: A Parenting Program

Poor emotional competence has been identified as a precursor to later social, emotional, and behavioral difficulties in children. Aspects of parenting, including modeling, reactions to and coaching of children's emotions, have been associated with the development of emotional competence in children. In this paper, a parenting program with this theoretical basis is outlined and a pilot study of the program is presented. The six-session parenting program was delivered in preschool centers to 47 parents with a four or five year old child, and data were collected about parenting and children's functioning twice prior to program commencement, following program completion, and at three month follow-up. Pre and post program teacher assessments were also collected. Following the program parents reported that they were more encouraging of their children's emotional expression, used emotion-focused approaches more frequently in interactions with their children, and were less critical and dismissive of their children's emotional expression. Their children showed less emotional negativity and had significant reductions in difficult behaviors, especially those who had behavior problems prior to their parents' participation in the program. This program offers a promising approach to fostering the development of children's emotional competence and consequently enhancing social and behavioral functioning.     

Parents' Reactions to Children's Negative Emotions: Relations to Children's Social Competence and Comforting Behavior

The purpose of this study was to examine the relations of mothers' and fathers' reported emotion-related practices to parents' and teachers' reports of third-to sixth-grade children's social skills, popularity, and coping, as well as the quantity and quality of children's comforting of an infant. Mothers' problem-focused reactions tended to be positively associated with children's social functioning and coping, whereas maternal minimizing reactions tended to be linked to lower levels of social competence and high levels of avoidant coping. There were few findings for fathers' reactions, although fathers reported fewer problem-focused reactions with socially competent, in contrast to less competent, daughters. Emotion-focused and problem-focused maternal reactions, as well as encouragement of the expression of emotion, were associated with boys' children's comforting behavior, although a moderate level of maternal encouragement of the expression of emotion was associated with quality of girls' comforting.     

Longitudinal Associations of Childhood Parenting and Adolescent Health: The Mediating Influence of Social Competence

The current study examined a process through which parenting during the primary school transition contributes to cardiovascular health in adolescence, a foundational period for adult health trajectories. Using path analyses, social competence was tested as a mediator between parental sensitivity and adolescent health among 884 families. Results indicated that mothers’ and fathers’ sensitivity was associated with increasing social competence from first grade (age 7) to sixth grade (age 12), which was associated with higher awakening cortisol in ninth grade (age 15) and decreasing blood pressure from sixth to ninth grade. Results suggest that social competence mediates associations between childhood parenting and adolescent cardiovascular risk, and may be protective to children's health over time.     

浅谈家庭教育对幼儿行为的影响

低年龄段的幼儿受家庭影响明显,父母的一言一行都会潜移默化地影响其价值观的树立。家庭教育对幼儿行为习惯的培养也有着直接而重要的影响。因此本文主要就家庭教育对幼儿行为的影响进行分析,明确当前幼儿家庭教育中的不足,提出针对性的解决策略,为幼儿的健康成长和良好行为习惯的培养奠定家庭教育基础。     

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.     

学龄前流动儿童行为问题与父母婚姻质量研究

考察学龄前流动儿童行为问题的现状及其与父母婚姻质量的关系。方法:采用Rutter儿童行为问卷和Olson婚姻质量问卷对学龄前流动儿童及其父母进行了测查。结果:(1)学龄前流动儿童行为问题的检出率为32.6%;(2)行为问题组和行为正常组儿童的父母婚姻质量在过份理想化、夫妻交流、解决冲突的方式、经济安排、子女和婚姻、与亲友的关系以及角色平等性上都存在显著的差异;(3)学龄前流动儿童行为问题与父母婚姻质量呈显著负相关;夫妻交流、子女和婚姻两个因子对学龄前流动儿童的行为问题具有显著负向预测作用。结论:学龄前流动儿童行为问题与父母婚姻质量之间关系密切,婚姻质量越低,学龄前流动儿童发生行为问题的概率就越高。     

论积极教养对儿童社会适应的中介作用——基于一孩家庭与二孩家庭的多群组分析

全面二孩政策背景下,关注一孩家庭与二孩家庭的家庭养育、儿童社会适应及影响机制对改善不同子女数量家庭中子女教养、促进儿童发展具有重要意义。采用整群抽样,对6省市共2523个一孩家庭和3099个二孩家庭进行问卷调查。结果表明:(1)一孩家庭的家庭适应性、积极教养显著好于二孩家庭,一孩家庭儿童社会适应能力显著低于二孩家庭儿童;(2)积极教养在家庭环境和儿童社会适应之间起中介作用;(3)一孩家庭中积极教养的中介作用显著高于二孩家庭,一孩家庭儿童更易受到积极教养中介作用的影响。     

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。