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Little theoretical work exists that proposes general mechanisms for how public policies may influence child development. This article argues that dynamic systems theories may be useful in illuminating such processes, as well as highlighting gaps in current research at the intersection of public policy analysis and developmental science. A brief review of dynamic systems theories as they are currently utilized in other areas of developmental science is provided, as well as a statement of why they may help advance research in public policy and child development. Five principles of dynamic systems theories are presented and discussed using examples from research that address the question, How do current antipoverty and welfare reform policies affect children? Also presented are examples of hypotheses and research questions that each principle may generate for future work. The concluding section presents challenges that each principle poses for research methodology, and potential uses of the dynamic systems approach for developing and integrating policy and program initiatives. 相似文献
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Data from the Minnesota Family Investment Program and the New Hope demonstration were used to determine whether experimental effects of antipoverty policies differ by parents' risk for nonemployment. Using propensity score analysis, increases in employment and income were largest in the harder-to-employ halves of both samples. However, only children in the moderately hard-to-employ quartiles (50th to 75th percentile) consistently showed improvements in school and behavior outcomes. The very-hardest-to-employ 25% experienced decreases in school engagement, and increases in aggressive behaviors, despite substantial increases in parental employment and income. In this group, increases in maternal depression, reductions in regular family routines, and smaller increases in job stability and center-based child care occurred. These factors may have counteracted the potential benefits of increased income on children. 相似文献
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Joyce Killian, an Associate Professor, is a specialist in teacher education and suppervision and also teaches computer education
courses. JoAnn Nelson, an Assistant Professor, is affiliated with the Child Development Laboratories and teaches child development
and early childhood courses, with a special interest in cognitive development. David Byrd, an Associate Professor, is a specialist
in instructional design. The authors are all in the curriculum and Instruction Department at Southern Illinois University
at Carbondale. 相似文献
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１ Ｉｎｔｒｏｄｕｃｔｉｏｎ Ｉｔｉｓａｎｅａｓｙｔａｓｋｆｏｒｅｘｐｅｒｉｅｎｃｅｄｃｙｔｏｐａｔｈｏｌｏｇｉｓｔｓｔｏｉｄｅｎｔｉｆｙｃｅｌｌｓｕｎｄｅｒｏｐｔｉｃａｌｍｉｃｒｏｓｃｏｐｅｓ,ｂｕｔｉｔｉｓｖｅｒｙｃｏｍｐｌｉｃａｔｅｄｆｏｒｃｏｍｐｕｔｅｒｔｏｃａｒｒｙｏｎｔｈｅｓａｍｅｍｉｓｓｉｏｎａｕｔｏｍａｔｉｃａｌｌｙ．Ｏｎｅｏｆｔｈｅｍａｊｏｒｒｅａｓｏｎｓｉｓｔｈｅｖａｒｉｏｕｓｐａｒａｍｅｔｅｒｓａｎｄｆｅａｔｕｒｅｓｏｆｃｅｌｌｓｔｈａｔｏｆｔｅｎｏｖｅｒｌａｐｗｉｔｈｅ… 相似文献
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Samantha Goodrich Hannah Mudrick JoAnn Robinson 《Early education and development》2013,24(7):1035-1056
Research Findings: National policy today is on the brink of defining preschool experiences as essential for children’s academic success. Indeed, many children’s classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother–child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children’s skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children’s school readiness, yet little research has focused on the skills that facilitate children’s transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children’s readiness for group-based learning are discussed. 相似文献
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The role of the partner in the development of social pretend play was examined in two related studies. In both studies toddler-age children (Study One: n = 16, Study Two: n = 48) played with same-age and 5-year-old partners. In both studies 2-year-olds engaged in more social pretend play with older than with same-age partners. In mixed play sessions, 2-year-olds and 5-year-olds engaged in asymmetrical interaction. However, 5-year-olds used similar social behaviors with same-age and younger partners. In Study two, the 5-year-old partners (n = 32) were asked either to play with or to teach their younger partners. No differences were found in 5-year-old behavior under the two conditions, and younger children did not engage in more complex social pretend play in subsequent play with age-mates. 相似文献