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The purpose of this research was to investigate longitudinally preschool children's conceptions of badness. Forty children from the Block and Block study of personality and cognitive development were interviewed at ages 3, 4, and 5 years. When asked to generate things children do that are “bad”, preschoolers predominately generated events entailing negative consequences to others, that is, moral transgressions. They also mentioned events pertaining to conventional violations, emotional expressions, prudential situations, and punishments, but these were comparatively rare. The moral transgressions generated involved physical harm, property violations, and inter- personal trust violations. Physical harm was referred to significantly more often than the latter two moral categories. These findings were stable across the preschool years. 相似文献
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Jeanne W. Holland 《Early Childhood Education Journal》2008,35(4):383-385
Reading aloud to infants continues to be the focus of controversy between educators, researchers, and health care professionals.
This article will provide insight into what research says about reading aloud to infants as well as the results of a case
study of a six-month-old infant who has been read aloud to in utero to the present time. The results of this case study confirm
that parents and caregivers reading aloud to infants is necessary in developing literacy skills that are paramount to book
awareness, print awareness, vocabulary development, fluency, and comprehension, all of which are stepping stones to learning
to read and write. 相似文献
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Jeanne Marie Iorio Catherine Hamm Will Parnell Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2017,38(2):121-135
Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the relationship between children and planet. In this article, we articulate the actions and positioning of teachers in three different research studies and various contexts (Victoria, AUS; Oregon, USA; California, USA) utilizing Latour’s (2004) ‘matters of concern’ as a framework to rethink engagement and relationality. Each project considers how place can be a provocation that makes visible the entanglement of children, families, teachers, and the more-than-human as a way to rethink pedagogy. The limitations, tensions, and possibilities that occur within and across these entanglements are explored, highlighting how the enacted practices could disrupt dominant early childhood discourses and practices. 相似文献
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This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15. 相似文献
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Swanson E Wanzek J Petscher Y Vaughn S Heckert J Cavanaugh C Kraft G Tackett K 《Journal of learning disabilities》2011,44(3):258-275
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type. 相似文献