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Marilyn Tatarkowski 《Pastoral Care in Education》1997,15(3):23-29
Marilyn Tatarkowski points to Dearing's suggestion that all providers of education and training should take spiritual and moral issues into account in the design and delivery of the curriculum. In her own FE college she found that social science students were generally positive about the idea of a forum to discuss religious and spiritual issues, and that a high percentage of them had become more interested in this area since moving into HE. Having provided a detailed analysis of the concept of spiritual development, she ends by providing both a justification for the inclusion of spiritual development in the FE curriculum and some suggestions as to how this might be done. 相似文献
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This paper outlines work in progress on a study which is investigating what children understand about natural and processed
materials and how scientific learning on the topic could be extended and reinforced in the home. Four different interview
schedules for eliciting children's understanding were developed and tried out. Children's understandings prior to each of
the four units, and at the conclusion of the teaching program were documented through individual interviews. Family interviews
were also conducted prior to and at the conclusion to the teaching. In this paper the difficulties associated with researching
young children's thinking are explored. The rationale for a storytelling context for the interviews is presented, and there
is a preliminary discussion on the effectiveness of the methodology utilised.
Specializations: early childhood science education; the Curriculum Corporation K-3 Science Program.
Specializations: primary science education, teacher education in science, adult experiences of science and technology; the K-3 Science Program. 相似文献
118.
Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn. 相似文献
119.
Marian Radke-Yarrow Carolyn Zahn-Waxler Dorothy T. Richardson Amy Susman Pedro Martinez 《Child development》1994,65(5):1405-1414
Young children's sensitivity and responsiveness to mothers' needs were investigated under conditions of high and low parenting risk (depressed and nondepressed mothers, SADS-L). Child characteristics of gender, affect, and impulse control problems and the mother-child attachment relationship were examined as they related to children's caring actions. Children's caring behavior was observed in an experimental situation in which their mothers simulated sadness and in a naturalistic setting. Attachment alone and child's problems alone were not predictors, and maternal diagnosis alone was not a strong predictor. Girls were significantly more caring than boys. Severe maternal depression was necessary to bring out high levels of responding in boys. Highest frequencies of caring were from children with severely depressed mothers, problems of affect regulation, and secure attachment. The importance of recognizing interacting influences and diverse underlying processes in the development of children's caring behavior is discussed. 相似文献
120.
Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide
disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on
to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there
are common threads among supervisory models in early childhood and that directors of child care programs can benefit from
in-service training that specifically addresses their supervisory functions.
“The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool
Program
“I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director,
Day Care Center 相似文献