A social skills intervention programme for kindergarten children at risk of developing behavioural problems

ABSTRACT

A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining.     

Cerilla,mechero, fuego: claves de recuperación y recuerdo infantil

Resumen

Esta investigarón tiene como objeto averiguar el efecto de claves visuales que representan diversas relaciones específicas entre objetos, en pruebas de memoria aplicadas a 611 niños de siete años de edad, divididos en seis grupos experimentales. Los resultados sugieren un mejor recuerdo de las asociaciones sintagmáticas frente a las asociaciones paradigmáticas. Este hecho puede interpretarse como un dominio de la memoria episódica sobre la semántica en una determinada etapa evolutiva (aunque una interpretación alternativa sugiere que la interacción entre tarea y prueba tiene más peso que la interacción entre tarea y sujeto). Si se acepta el dominio de la memoria episódica en una cierta etapa evolutiva, queda pendiente de averiguar si este dominio se mantiene o no a lo largo de etapas posteriores y, en caso afirmativo, cuáles serían las implicaciones.     

Griffin,Patrick & Care,Esther ed (2015) Assessment and teaching of 21st century skills Springer (Berlin) isbn 978‐94‐017‐9395‐7 310 pp €99.99 (ebook €83.29) http://link.springer.com/book/10.1007/978‐94‐017‐9395‐7

While learning methods and approaches have changed dramatically in the 21^st century, assessment—especially standardised testing—has remained almost untouched. This volume presents a collection of papers on an innovative approach to collaborative testing. It describes the theoretical framework of an international project and reflects on a challenging perspective of what learning and teaching mean today and will mean tomorrow. If the book sounds likely to be close to your needs, I strongly suggest you buy a copy. Jesús García Laborda     

I. CHILDREN IN INSTITUTIONAL CARE: DELAYED DEVELOPMENT AND RESILIENCE

Children exposed to institutional care often suffer from “structural neglect” which may include minimum physical resources, unfavorable and unstable staffing patterns, and socially emotionally inadequate caregiver‐child interactions. This chapter is devoted to the analysis of the ill effects of early institutional experiences on resident children's development. Delays in the important areas of physical, hormonal, cognitive, and emotional development are discussed. The evidence for and against the existence of a distinctive set of co‐occurring developmental problems in institutionalized children is weighed and found to not yet convincingly demonstrate a “postinstitutional syndrome.” Finally, shared and nonshared features of the institutional environment and specific genetic, temperamental, and physical characteristics of the individual child are examined that might make a crucial difference in whether early institutional rearing leaves irreversible scars.     

Competencies in Higher Education: A Critical Analysis from the Capabilities Approach

With the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of the concept of competence as it is being used in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach. We begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept of competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education.     

Irresponsibilities,inequalities and injustice for autonomous vehicles

With their prospect for causing both novel and known forms of damage, harm and injury, the issue of responsibility has been a recurring theme in the debate concerning autonomous vehicles. Yet, the discussion of responsibility has obscured the finer details both between the underlying concepts of responsibility, and their application to the interaction between human beings and artificial decision-making entities. By developing meaningful distinctions and examining their ramifications, this article contributes to this debate by refining the underlying concepts that together inform the idea of responsibility. Two different approaches are offered to the question of responsibility and autonomous vehicles: targeting and risk distribution. The article then introduces a thought experiment which situates autonomous vehicles within the context of crash optimisation impulses and coordinated or networked decision-making. It argues that guiding ethical frameworks overlook compound or aggregated effects which may arise, and which can lead to subtle forms of structural discrimination. Insofar as such effects remain unrecognised by the legal systems relied upon to remedy them, the potential for societal inequalities is increased and entrenched, situations of injustice and impunity may be unwittingly maintained. This second set of concerns may represent a hitherto overlooked type of responsibility gap arising from inadequate accountability processes capable of challenging systemic risk displacement.     

The interplay between teachers’ approaches to teaching,students’ approaches to learning and learning outcomes: a qualitative multi-case study

The interaction between approaches to teaching and students’ learning has been the focus of research for more than 20 years. Previous studies concerning approaches to teaching in higher education have identified two broad categories: content- and learning-focused approaches. Some studies indicate that teachers do not always adopt a consonant teaching- or learning-focused approach, but might employ elements of both, which results in a dissonant approach. Research on how dissonant approaches to teaching and students’ quality of learning are related is scant. This study explored relationships between how teachers’ approaches to teaching and undergraduate students’ self-reported approaches to learning and learning outcomes. The data for this study consisted of 33 semi-structured interviews with students from three courses. Interviews were analysed with qualitative content analysis. The results demonstrated that, when the teacher used a consonant learning-focused approach to teaching, students’ learning outcomes and approaches to learning were of a slightly higher quality than when the teacher employed a dissonant approach to teaching. However, a dissonant approach to teaching did not always result in a lower quality of approaches to learning and learning outcomes.     

Reading and Reinterpreting Picture Books on Children’s Television: Implications for Young Children’s Narrative Literacy

Bookaboo is a television programme aiming to promote literacy and reading among young children. In each episode, a celebrity reads a book to Bookaboo, a dog who plays the drums in a rock band, in order to help him overcome stage fright. Using the episode featuring the picture book (Cowell and Layton in That Rabbit Belongs to Emily Brown, 2006) as a case study, this article explores how this type of adaptation of picture books transforms the original narrative, with implications for children’s developing narrative literacy. Taking a multimodal social semiotic perspective, this study investigates the changes in meaning which result from the employment of semiotic resources such as animation, sound, and camera movement in the representation of the book on the television show. We argue that the deployment of such resources can subtly reshape the meanings expressed through the modes of language and images in the original picture book, potentially affecting the child viewer’s engagement with the narrative. Examining the use of these resources in the picture book’s televisual representation is thus an important first step towards developing frameworks for evaluating the ability of television programmes that incorporate picture book reading to support children’s literacy.