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171.
We propose and discuss several hypotheses concerning the unique developmental status of peer relations in the first three years of life. We then suggest how these developmental differences might translate into hypotheses regarding early individual differences. The integrating questions revolve around whether individual differences in toddler and early preschool peer relations mean the same thing to young children as they do to older children, and whether they carry the same weight and serve the same functions in toddler peer groups as in peer groups among older children. Specifically, we suggest three ways that peer relations in the first three years are fundamentally different from later childhood peer relations: 1) they are likely to be more directly linked to and determined by temperament and attachment relationships; 2) limits in self and other understanding in the early years we likely to constrain both individual interaction skills and the formation of relationships with peers; 3) because emotion regulation in very young children is different from childhood emotion regulation, its role in governing peer relations will likely be different as well. Together, these proposals lead to the conclusion that individual differences in toddler peer relations must carry different meaning than in later childhood. A developmental perspective on individual differences suggests both continuities and discontinuities between toddler peer relations and childhood peer relations, and we offer several predictions. 相似文献
172.
Michael Arthur Sandra Bochner Nancy Butterfield 《International Journal of Disability, Development & Education》1999,46(3):367-381
This paper provides a review of concepts and practices in the enhancement of peer relationships amongst young children in the context of play experiences, with particular emphasis upon the needs of individuals with developmental disabilities. We examine definitions and typical development patterns of social competence and a range of factors which influence it, including family issues. A set of best practice guidelines are then discussed in terms of the extant research literature, along with potential areas for future research in this field. 相似文献
173.
Toward a Learning Technologies knowledge network 总被引:3,自引:0,他引:3
Roy D. Pea Robert Tinker Marcia Linn Barbara Means John Bransford Jeremy Roschelle Sherry Hsi Sean Brophy Nancy Songer 《Educational technology research and development : ETR & D》1999,47(2):19-38
The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource
for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering
and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where
research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions
in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer
science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training
postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University
of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology
Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of
organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production,
sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning
and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of
CILT partnership projects with many other institutions that came out of our national theme-team workshops.
Roy Pea, of SRI International, is Director of CILT.
Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert
Tinker (Concord Consortium), serve as CILT's coprincipal investigators.
Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral
Fellows.
Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders.
Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced
Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT
is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to
this article by the many authors of CILT partnership project proposals, and by theme-team leaders.
The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance
Program while serving as its Director in 1998. 相似文献
174.
Assessing clients' hopefulness may provide documentation of counseling effectiveness. Results of this outcome study involving 22 students who presented for help at a college counseling center indicated that individual counseling elevated their hope levels, thereby increasing their sense of goal-directed planning (pathways) and determination (agency). Findings and implications are discussed. 相似文献
175.
Betsy Lozoff Nancy K. Klein Edward C. Nelson Donna K. McClish Martin Manuel Maria Elena Chacon 《Child development》1998,69(1):24-36
This study tested the hypothesis that infants with iron-deficiency anemia show behaviors, such as increased proximity to caregivers, increased wariness or hesitance, and decreased activity, that could contribute to “functional isolation.” The behavior of 52 Costa Rican 12- to 23-month-old infants with iron-deficiency anemia was contrasted with that of 139 comparison group infants with better iron status during free play and mental and motor testing and in the home. Infants with iron-deficiency anemia maintained closer contact with caregivers; showed less pleasure and delight; were more wary, hesitant, and easily tired; made fewer attempts at test items; were less attentive to instructions and demonstrations; and were less playful. Adult behavior also differed. The results indicate that iron-deficiency anemia in infancy is associated with alterations in affect and activity, suggesting that functional isolation is a useful framework for understanding poorer developmental outcome in iron-deficiency anemia, the world's most common single nutrient deficiency. 相似文献
176.
Zajic Matthew C. Solari Emily J. Grimm Ryan P. McIntyre Nancy S. Mundy Peter C. 《Reading and writing》2020,33(6):1531-1556
Reading and Writing - Reading and writing are distinct skill areas that influence each other across development. Children with autism spectrum disorder (ASD) are noted to exhibit challenges in both... 相似文献
177.
The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000. 相似文献
178.
A view of science as a culturally‐mediated way of thinking and knowing suggests that learning can be defined as engagement with scientific practices. How students engage in school science is influenced by whether and how students view themselves and whether or not they are the kind of person who engages in science. It is therefore crucial to understand students' identities and how they do or do not overlap with school science identities. In this paper, we describe four middle school African American girls' engagement with science. They were selected in the 7th grade because they expressed a fondness for science in school or because they had science‐related hobbies outside of school. The data were collected from the following sources: interviews of students, their parents and their teachers; observations in science classes; journal writing; and focus groups. These girls' stories provide us with a better understanding of the variety of ways girls choose to engage in science and how this engagement is shaped by their views of what kind of girl they are. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 441–458, 2000. 相似文献
179.
180.
Leadelle Phelps Nancy Virginia Wallace Annie Bontrager 《Psychology in the schools》1997,34(3):245-252
In order to explore the possible confounding effects of age, race, sex, and socioeconomic status on developmental outcomes of prenatal cocaine exposure, two matched samples of preschoolers (20 children with cocaine/polydrug in utero exposure and 20 children with no prenatal drug exposure) were compared on the Stanford-Binet: 4th ed. (S-B: 4th ed.), Social Skills Rating System, Vineland Adaptive Behavior Scale—Survey Form, Preschool Language Scale: 3rd ed. (PLS: 3rd ed.), and the Child Behavior Checklist. None of the 40 children had attended or were currently enrolled in preschool programs. Both groups had scores approximately one standard deviation below the expected mean in social skills, auditory comprehension, and expressive language. Likewise, externalizing behavior difficulties were approximately one standard deviation above the mean for both groups. Results suggest in utero drug exposure had no independent impact on cognitive, social, language, and behavioral developmental outcomes when the confounding variables of age, ethnicity, gender, and SES were controlled. © 1997 John Wiley & Sons, Inc. 相似文献