From Drill Sergeants to Maternal Negotiators: Mass-Mediated Business Strategies in the 1980s

By drawing on Foucault's theory of governmentality, this essay posits that media discourses helped to create, deliberate upon, and circulate proper practices for U.S. white-collar working women in the 1980s. Analysis of discourse circulating in mass media about the woman manager, the saleswoman, and the woman union leader shows that media outlets claimed each would offer innovative solutions to counteract the volatile economy in the 1980s. For example, the logic of maternal management propagated in these discourses valorized a “return to the home” for women while simultaneously claiming that men were better maternal managers than women. The privileged subject ultimately emerging in this discourse was a feminized businessman, rather than a maternal or feminized businesswoman.     

The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning

Research Findings: National policy today is on the brink of defining preschool experiences as essential for children’s academic success. Indeed, many children’s classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother–child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children’s skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children’s school readiness, yet little research has focused on the skills that facilitate children’s transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children’s readiness for group-based learning are discussed.     

A computer in the preschool: What happens?

Joyce Killian, an Associate Professor, is a specialist in teacher education and suppervision and also teaches computer education courses. JoAnn Nelson, an Assistant Professor, is affiliated with the Child Development Laboratories and teaches child development and early childhood courses, with a special interest in cognitive development. David Byrd, an Associate Professor, is a specialist in instructional design. The authors are all in the curriculum and Instruction Department at Southern Illinois University at Carbondale.     

Effects of earnings-supplement policies on adult economic and middle-childhood outcomes differ for the "hardest to employ"

Data from the Minnesota Family Investment Program and the New Hope demonstration were used to determine whether experimental effects of antipoverty policies differ by parents' risk for nonemployment. Using propensity score analysis, increases in employment and income were largest in the harder-to-employ halves of both samples. However, only children in the moderately hard-to-employ quartiles (50th to 75th percentile) consistently showed improvements in school and behavior outcomes. The very-hardest-to-employ 25% experienced decreases in school engagement, and increases in aggressive behaviors, despite substantial increases in parental employment and income. In this group, increases in maternal depression, reductions in regular family routines, and smaller increases in job stability and center-based child care occurred. These factors may have counteracted the potential benefits of increased income on children.     

骨髓细胞的模糊识别

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A Longitudinal and Multidimensional Examination of the Associations Between Temperament and Self-Restraint During Toddlerhood

Developing self-restraint, or the inhibition of behavior in response to a prohibition, is an important process during toddlerhood. The objective of this study was to gain a better understanding of individual differences in the development of self-restraint during toddlerhood by examining stable elements and growth of temperament (i.e., attentional control, behavioral inhibition, negative emotionality), general intelligence, and self-restraint. Participants were 412 same-sex twin pairs (approximately 90% European American) from predominately middle-class households in Colorado. Data were collected at 14, 20, 24, and 36 months. Results indicated that higher behavioral inhibition, attentional control, and intelligence were independently associated with better self-restraint, whereas higher negative emotionality was an independent predictor of lower self-restraint. The associations between temperament and self-restraint generally appeared to be stable from 14 to 36 months.     

Social Work Knowledge of Facts on Aging: Influence of Field and Classroom Education

Palmore's Facts on Aging Quiz (FAQ) was used to measure aging knowledge outcomes of 323 practicum students engaged in aging-focused practica at pre- and posttest across 11 universities. Significant improvement in knowledge scores (p = .0001) was found for graduates of the enhanced field education programs. Taking aging course work was a significant (p = .0001) influence on knowledge outcomes. Combined with coursework, the practicum students experienced increased knowledge of aging. When experiential and didactic learning is combined, increased knowledge about facts of aging occurs.