Toddlers' Attention to the Distress of Peers in a Daycare Setting

The present study examines in toddlers one of the most crucial components of empathy—attention to distress, and, in particular, attention to distress in a daycare setting where others' distress is a frequent occurrence. Characteristics of the child such as age, gender, and frequency of self-distress, and characteristics of the distress incident itself such as type of cry, intensity, cause of distress, and caregiver response were examined in relation to level of responsiveness of the group and level of attending in the individual child. 45 toddlers from 4 daycare centers served as subjects. An ANOVA using 345 distress incidents and level of group responsiveness as the dependent variable revealed that crying and screaming, greater intensity, caregiver responding in general, and “moral” (Turiel, 1983) causes of distress were related to higher levels of attending by the group. An interesting secondary finding was that only 11 of the 345 incidents of distress were responded to with prosocial behavior. Results are discussed in terms of the future of moral education at the preschool level.     

ASSIGNMENTS INVOLVING LOCAL AUTHORITIES: THE NEED FOR A CODE OF PRACTICE?

As institutions of Higher Education face up to current legislation, there is a growing pressure on them to clarify and establish their processes of monitoring and enhancing standards. This paper proposes that it is of benefit to institutions when they move from being merely reactive in meeting others’ performance indicators towards taking a proactive approach and developing their own system of review. The authors draw on their experience of applying personal construct theory to present a deliberative evaluation process which involves staff and student perspectives in collaborative review. The authors’ acknowledge the interest and financial support given by the CNAA in the production of an evaluation kit of which an adaptation of this paper forms a part. Further details of the kit (video and supporting booklet) can be obtained from one of the authors at the College of S. Mark and S. John, Derriford Road, Plymouth PL6 8BH.     

Educational orientations of college students: A typological analysis

Previous research on student typological models has centered on undergraduates' general philosophies of higher education. This study focused on students' more specific views of the purposes of education, desired teaching-learning arrangements, and roles with faculty in academic decision-making. Undergraduates (N = 3,628) completed the Student Orientations Survey, and orientation scale scores were used in a multidimensional typological analysis. Five distinct student learner profiles were identified; coefficients of group homogeneity and between-groupF's supported the uniqueness of each group profile. Discussion centered on various implications for postsecondary institutions regarding the use of a typological scheme premised on student orientations and learning preferences.Presented at the American Educational Research Association Conference, March 28, 1978.