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Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
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Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献
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The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children
and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development
in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented
perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of
teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and
extensive curricular changes to indoor environments. 相似文献
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The focus of this article is on articulating the importance of teacher development of constructs about homeless children and
families and examining factors that influence teachers’ perceptions of children and families who are homeless or at high-risk
of becoming homeless. The article also explores some strategies to support teachers in transforming their perceptions of homeless
children and provides case examples of how this process can work. Three case studies explore how teacher educators and practicing
teachers can work together to reflect on their own perceptions of homeless children from high-poverty backgrounds and how
educators were able to transform their own perceptions in being able to better serve their students. 相似文献
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This study assessed the effects of text topicalization conditions (initial position, final position, or no topic sentence) on the comprehension of main ideas and specific passage information for middle school readers. Also of interest were interactions of topic familiarity and readers’ cognitive styles (degree of field independence) with text topicalization. One hundred and seven subjects were randomly assigned to one of the three topicalization conditions and read three familiar and three less‐familiar multipleparagraph expository texts. Main idea comprehension was assessed with both a sentencesummary (generation) and best‐title (recognition) task. Comprehension of specific passage information was evaluated with multiple‐choice items. Text topicalization effects were observed for main idea comprehension (with initial position best, followed by final position), while topic familiarity resulted in higher comprehension scores for specific passage information. Moreover, a cognitive style‐text topicalization interaction was found on the best‐title task; in this case, relatively field dependent readers were assisted by a final topic sentence placement. Implications are drawn for future research concerning the complex interplay of texts, tasks and readers in prose‐processing. 相似文献
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