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101.
Recent federal investments in early childhood assessment systems are the result of a national need for developmentally appropriate, psychometrically sound instruments to monitor young children and evaluate the effectiveness of their learning programs. In this paper, we examined the association between teachers’ perceptions of their students at the start of kindergarten and academic achievement in Grade 3 with hierarchical linear modeling using state-level data from nearly 30,000 students. The analyses showed that such an association exists even after accounting for student-level and school-level demographic variables and is moderated by the percentage of free-lunch-eligible students in a given school. Implications of these findings related screening and assessment at kindergarten entry are discussed. 相似文献
102.
Families of preterm infants need a tremendous amount of support. This resource column highlights several Web sites that may be useful to health care providers and childbirth educators, as well as to parents of premature infants and their families. 相似文献
103.
Economic stress, parenting, and child adjustment in Mexican American and European American families 总被引:1,自引:0,他引:1
Parke RD Coltrane S Duffy S Buriel R Dennis J Powers J French S Widaman KF 《Child development》2004,75(6):1632-1656
To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted. 相似文献
104.
OBJECTIVE: This study aimed to establish the views of a group of mental health professionals from various disciplines working in mental health service in a British hospital about the needs of clients who had experienced childhood sexual abuse. METHOD: Staff members were asked to complete an anonymous survey which asked questions relating to knowledge of sexual abuse and its effects, and the needs of clients and staff in working with this client group. A total of 54 people responded to the survey, 42 were female, 11 male. Most (72%) reported having over 10 years experience working in mental health, working in both in-patient and out-patient settings. RESULTS: While respondents were reasonably knowledgeable about childhood sexual abuse, they were not very comfortable, competent or supported in their work with this client group. There were no differences in responses according to the age or gender of respondents, but less experienced staff were more likely to feel supported. Those that had received training and/or supervision felt significantly more capable in working with this client group. CONCLUSIONS: The study offers some support for the development of specialist training, consultancy and supervision programs for mental health staff in the area of child sexual abuse. 相似文献
105.
Brenna Hassinger-Das Tamara S. Toub Jennifer M. Zosh Jessica Michnick Roberta Golinkoff Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218
Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development. 相似文献
106.
Phagocytosis and exocytosis are two cellular processes involving membrane dynamics. While it is easy to understand the purpose of these processes, it can be extremely difficult for students to comprehend the actual mechanisms. As membrane dynamics play a significant role in many cellular processes ranging from cell signaling to cell division to organelle renewal and maintenance, we felt that we needed to do a better job of teaching these types of processes. Thus, we developed a classroom-based protocol to simultaneously study phagocytosis and exocytosis in Tetrahymena pyriformis. In this paper, we present our results demonstrating that our undergraduate classroom experiment delivers results comparable with those acquired in a professional research laboratory. In addition, students performing the experiment do learn the mechanisms of phagocytosis and exocytosis. Finally, we demonstrate a mathematical exercise to help the students apply their data to the cell. Ultimately, this assay sets the stage for future inquiry-based experiments, in which the students develop their own experimental questions and delve deeper into the mechanisms of phagocytosis and exocytosis. 相似文献
107.
We examined the effects of teacher supports in enhancing teachers’ open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of classroom video observations, teacher surveys, and teachers’ access time to teacher supports. Our quantitative analyses revealed that the treatment group teachers used more open-ended questions than the control group teachers. The students in the treatment group used a greater number of different words and complex sentences than those in the control group. 相似文献
108.
Recent evidence suggests adults and infants selectively attend to features of action, such as how a hand contacts an object. The current research investigated whether this bias stems from infants' processing of the functional consequences of grasps: understanding that different grasps afford different future actions. A habituation paradigm assessed 10-month-old infants' (N = 62) understanding of the functional consequences of precision and whole-hand grasps in others' actions, and infants' own precision grasping abilities were also assessed. The results indicate infants understood the functional consequences of another's grasp only if they could perform precision grasps themselves. These results highlight a previously unknown aspect of early action understanding, and deepen our understanding of the relation between motor experience and cognition. 相似文献
109.
Linear regression analysis is one of the most common techniques applied in developmental research, but only allows for an estimate of the average relations between the predictor(s) and the outcome. This study describes quantile regression, which provides estimates of the relations between the predictor(s) and outcome, but across multiple points of the outcome's distribution. Using data from the High School and Beyond and U.S. Sustained Effects Study databases, quantile regression is demonstrated and contrasted with linear regression when considering models with: (a) one continuous predictor, (b) one dichotomous predictor, (c) a continuous and a dichotomous predictor, and (d) a longitudinal application. Results from each example exhibited the differential inferences which may be drawn using linear or quantile regression. 相似文献
110.
Brook E. Sawyer Laura M. Justice Ying Guo Jessica A.R. Logan Stephen A. Petrill Katherine Glenn‐Applegate Joan N. Kaderavek Jill M. Pentimonti 《Journal of Research in Reading》2014,37(1):65-83
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development. 相似文献