Cognitive Development Trajectories of Very Preterm and Typically Developing Children

Cognitive impairment is common among children born very preterm (VPT), yet little is known about how this risk changes over time. To examine this issue, a regional cohort of 110 VPT (≤ 32 weeks gestation) and 113 full‐term (FT) born children was prospectively assessed at ages 4, 6, 9, and 12 years using the Wechsler Preschool and Primary Scale of Intelligence–Revised and then Wechsler Intelligence Scale for Children, 4th ed. At all ages, VPT children obtained lower scores than their FT born peers (p < .001). Growth curve modeling revealed stable cognitive trajectories across both groups. Neonatal white matter abnormalities and family socioeconomic adversity additively predicted cognitive risk. Despite some intraindividual variability, cognitive functioning of typically developing and high‐risk VPT children was stable and influenced by early neurological development and family rearing context.     

Sexuality in the College Years

Many parents find it difficult to communicate with their children about sexuality and sexual decision making, sometimes from lack of adequate information, and partly as a result of the anxiety and self-consciousness that sexual themes elicit. This chapter may help parents better understand some of the issues surrounding sexuality for today's college students. It will: briefly review studies on sexual behaviors of American college students, remark upon unplanned pregnancies, discuss two issues of particular concern for parents-sexually transmitted diseases and homosexuality, and pose questions of university policy with regard to students' sexuality.     

Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience

In this qualitative study, we examined the lived experiences of three typically developing children participating in inclusive preschool programs for children with special needs. Inclusion has been considered a best practice in early childhood programs for many years; however, some may still argue that the benefits for children with disabilities are greater than for those without. Prior research has explored the benefits of inclusion for young children with special needs but has not focused as intentionally on the benefits for young children with typical abilities. In this study, we followed three preschool children with typical development for one school year. Employing an hermeneutical framework, we used observations, interviews with teachers and parents, and artifact reviews to examine how these three children made meaning of their experiences. Findings indicated that all three children made social gains and demonstrated improved perceptions of peer with disabilities after participating in their respective programs. The results suggest that inclusive preschool programs may be viewed as beneficial for all children.     

Motor Skill Performance by Low SES Preschool and Typically Developing Children on the PDMS-2

The purpose of this study was to compare the motor skill performance of preschool children from low socioeconomic (SES) backgrounds to their age matched typically developing peers using the Peabody Developmental Motor Scales-2 (PDMS-2). Sixty-eight children (34 low SES and 34 typically developing; ages 3–5) performed the PDMS-2. Standard scores from each subtest (i.e., stationary, locomotion, object manipulation, grasping, and visual-motor integration) and three quotient scores were calculated for the children identified as low SES and typically developing children. A MANOVA was used to analyze the PDMS-2 standard score and quotient score differences between the children identified as low SES and the typically developing children. All preschool children identified as low SES scored at average or lower on total motor quotient scores. Specifically, 88.2 % of children identified as low SES were classified as average, and 11.8 % of children were in the below average performance category. The MANOVA analysis showed that children identified as low SES scored significantly lower than the typically developing children on the visual-motor integration subtest, F(1,64) = 7.232, p = .009; locomotion subtest, F(1,64) = 11.449, p = .001; and TMQ, F(1,64) = 4.732, p = .033. Children identified as low SES were significantly delayed in both fine and gross motor skill areas when compared to their typically developing age and gender matched peers. Researchers are recommended to provide comprehensive assessments for preschool children and to include motor tasks when designing early intervention programs.     

Behavioral Assessment of Coping Strategies in Young Children At-risk, Developmentally Delayed, and Typically Developing

This study examined coping competence in three groups of young children: at- risk, developmentally delayed, and typically developing. The Early Coping Inventory was adapted to rate coping behaviors objectively in 114 infants and toddlers (mean age = 22 months). Typically developing children were rated as significantly more effective than children at-risk and children with developmental delays; Children at-risk received significantly higher coping ratings than did children with developmental delays. A significant main effect due to ethnicity and a developmental group by ethnicity interaction also emerged. Post hoc analyses suggested that ethnicity differences were-limited to the at-risk and developmentally delayed groups, Also, ethnicity differences in children within the at-risk group served as an informative source for understanding the developmental group by ethnicity interaction. These findings' contribution to the literature on socio-emotional competence, early childhood assessment, and prevention/intervention policies for young children are discussed.     

我国大学语文教学研究的热点及其发展趋势

近年来我国大学语文教学研究紧扣课程定位、学科性质、教师素质、教材建设及内容、教法和手段改革等热点问题进行深入探讨,并呈现出“文化”化、审美化、素质化、个性化、及生活化等发展趋势。     

充分发挥大学语文课的审美教育作用

良好的审美教育，对于理想人格的塑造，创造力的培养以及人的全面发展具有十分重要的意义，高职院校为实现其培养目标，应通过各种渠道和加强审计美教育，尤其是关注重大学语课的重要作用。     

Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.     

EIL背景下文化教学在大学英语教学中的渗入

当前全球化趋势下,大学英语改革应该符合时代发展的需要.在传统的EFL和ESL的文化教育理念面临挑战之时,本文用教学实例详细论述了大学英语文化教学适合运用的6种EIL教学方法,希望可以培养出更能顺应多元化时代的跨文化要求的学生.     

Marriage and the Parenting Partnership: Perceptions and Interactions of Parents with Mentally Retarded and Typically Developing Children

The quality of the parents' marital bond and their ability to work together in the parenting role were examined for the parents of school-aged children (ages 6-18) with mild and moderate mental retardation (n = 38) and a comparable group of parents of typically developing children (n = 34). Significantly more negative functioning for the parents of mentally retarded children was observed during marital interactions, and parent-child interactions but was not reflected in their self-reports of marriage and parenting, suggesting that expectations about marital and parenting strains may modulate negative sentiments for these parents. Across both groups, marital quality and the parenting partnership, together with child behavior problems, accounted for 23% to 53% of the variance in parenting confidence and in aversive parent-child exchanges. Negative marital interaction was a particularly important predictor of aversive parent-child exchanges.     

美国学生选择大学的五十年

过去五十年美国学生选择大学的历程显示,每个时期,政府相关法规、大学招生政策的出台与调整都对学生选择大学带来一定的影响.从最初的简单明了到后来的复杂多变,选择大学对学生及其家庭而言日益成为一个复杂的、高风险过程,直接影响到个人未来的生活轨迹.1990年代后,大学选择的经济分层现象日趋明显,这将成为未来数十年美国公共政策制定者关注的重要问题.     

西部大开发中的民族高等教育

实现西部地区的社会主义现代化从根本上说,必须依靠科学技术的发展,依靠高素质的劳动,依靠足够数量的人才。民族高等院校在培养特别能适应民族地区经济建设和社会发展需要的“留得住、用的上”的人才方面有特殊的地位和作用。但西部大开发在给民族院校带来机遇的同时,也对民族高等院校提出了新的要求,因此,民族院校要积极适应社会要求,遵循教育规律,求得新的发展。     

Five Years at Beaumont College

An experimental course of further education and social learning to prepare handicapped leavers for the realities of post-school life is described by Allan Brindley, director of studies, and George Marshall, principal, Beaumont College, Lancaster     

谈专科学报在网络环境下的发展对策

为了促进“专科学报”在网络环境下的发展,提高其学术质量和编辑出版质量,分析了“专科学报”存在的问题以及产生问题的原因,论述了网络环境下“专科学报”发展的紧迫性和可行性,提出了“专科学报”在网络环境下提高质量以及利用网络改变自身的劣势等对策。主要是建立学报自己的网页,提高来稿的数量和质量;利用网络平台,做好编审和管理工作;利用网上信息,做好选题和编校工作。     

邢台职业技术学院三十年

2009年是邢台职业技术学院建校30周年。在这30年中,我院从中等技术学校到高等职业学院,再到国家师范性高等职业院校,实现了跨越式发展,为中国高等职业教育的发展做出了重大贡献。     

发展学校文化构建成人高校和谐校园

构建和谐校园是各级各类成人高校的重要责任。构建和谐校园应以发展学校文化为切入点,搞好校园主流文化与非主流文化的融合,进而有利于高校学生精神风貌的培养及和谐校园的构建。     

体育教育改革呼唤校本课程开发

通过对高校体育校本课程开发现状调查、理论依据研究和成败因素分析，证明在当前高校体育改革中，进行体育校本课程开发具有重大的现实意义。     

对开发高职课程的几点思考

高等职业教育是高中或中等职业教育后的教育，由于发展历史短，生源复杂，因此，课程开发方向存在一些问题，中就此提出几点思考。     

高校健美操运动中发展学生柔韧素质的研究

为了探索高校健美操柔韧素质发展的方法,结合健美操项目所需柔韧素质的特点,采用PNF牵拉、静力性拉伸、动力性拉伸、静力性与动力性拉伸相结合等方法进行分组实验,结果表明,PNF牵拉法优于其它方法。最后提出了健美操柔韧素质发展的建议。