Attachment of kibbutz infants to mother and metapelet

122 children, born and reared on Israel kibbutzim, were observed in a cross-sectional study of infant attachment behaviors. Their reaction to either mother or metapelet (caretaker) separation and reunion was recorded over a 13-sequence experimental paradigm. Results indicated that children protested equally to either mother or metapelet separation when left with a stranger. Reunion behaviors seemed to be sensitive to the different attachment relationships the infant had with each caretaker, while separation behaviors were not. The quality of the infant-mother interactions as it is related to the infant's ordinal position had a significant effect on infant attachment behavior in the experimental situation. Firstborn (only) children were more anxious than later-borns during the session. Speculation as to the origin of these significant ordinal differences is discussed.     

Parent Scaffolding in Children's Oral Reading

Parent coaching strategies during shared book reading were analysed according to the principles of scaffolding in a sample of 46 parent-child dyads during the latter half of grade one. The ways that parents responded to each of a child's oral reading errors or miscues were coded into levels of assistance that reflected increasing support at each successive level. In addition children's attempts at rereading miscued words were coded as successful or not. Parents often provided a string of feedback clues and analyses revealed that the level of support parents provided shifted up or increased when their child was unsuccessful in rereading a word after feedback. With increasing level of parental support children's success in rereading misread words increased. Moreover, children with weaker word recognition skill were offered feedback at higher levels of support by their parents. These results demonstrate how parents and children co-construct the feedback that parents provide when listening to their children read and the sensitivity on the part of parents to children's reading performance.     

Twenty-four things to do with a book

During a summer workshop course, a group of teachers in British Columbia recently considered ways of encouraging the response of readers in their classes. Time was limited, and their ideas reflect a sustained brainstorming session rather than an attempt to produce a definitive list. More-idiosyncratic ideas which depended upon the peculiar skills of individual teachers have been omitted, as have highly specific illustrations relating to particular books. A dance drama version ofWatership Down, for example, was not seen as a readily transferable classroom activity.The suggestions below are for individual work, for work in pairs, groups, or with the whole class. The Canadian teachers were concerned to confirm a climate in which books were readily handled, shared and exchanged as a central and regular practice of the class.Geoff Fox has taught in secondary schools in both England and America. He has been Visiting Professor at Harvard University and the University of British Columbia and is on the staff at Exeter University. He has collaborated on several books, both for the classroom and for teachers, and is Secretary to the U K Editorial Committee ofCle.     

The Role of the Church in Career Guidance and Development: A Review of the Literature 1960–Early 2000s

In the last ten years, professional and popular literature focused on the relatedness of spirituality and career. The field of career guidance and development is beginning to integrate individuals' religious and spiritual beliefs. Likewise, it seems the Church would be a source of career assistance. This paper reviews professional literature, from 1960–early 2000s, regarding the role of the Church in the United States in career guidance and development. The focus is on vocational themes in relation to the Church, Church involvement in career guidance and development programs, and recommendations for the role of the Church in career guidance and development. The review concludes that over the past 40 years, the professional literature on this topic has declined. The Church has made grassroots efforts at providing career guidance, but only through improved communication of ideas and program results will the Church provide effective career programming on a larger scale.     

The self-esteem of children with physical disabilities: a review of the research

The prevalent view is that children with physical disabilities are likely to have greater emotional and psychological problems, including lower self-esteem, than that of their able-bodied peers ( Arnold & Chapman, 1992 ). The basis for this is explored and the psychological research analysed to see whether it supports such a view. The analysis highlights the assumptions that have been made when researching this area, and the methodological difficulties in the research. The findings are that present research does not support the view that children with physical disabilities have a lower self-esteem than their able-bodied peers. It is suggested that a recognition of the psychological resilience of these children may be a helpful starting point when considering future research in this area.