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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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