徐灿“始历恬愉,晚遭坎壈”的诗意人生

徐灿,明末清初江南才媛之一.其词集《拙政园诗余》由于艺术成就较高而受到学者的广泛关注,述评文章颇多.而其诗作《拙政园诗集》却很少进入研究者们的视线.但是该诗集由于编次付梓时间较其词集晚,且是言志之作,故更能全面反映徐灿的人生经历与心路历程,有利于我们对其全方位的认知.因此,笔者试立足于徐灿诗作,结合词作及相关史料,对她“始历恬愉,晚遭坎壈”的诗意人生加以详细考述.     

美国个别化家庭服务计划概况及启示

个别化家庭服务计划是美国整个早期干预工作的基石。自1986年美国首次提出为0到3岁的特殊婴幼儿制定个别化家庭服务计划以来,个别化家庭服务计划在理论和实践方面都取得了巨大的发展,积累了丰富的经验和教训。文章通过回顾个别化家庭服务计划在美国法律中的发展历史,介绍个别化家庭服务计划的基本内涵、制定和实施过程以及在实践中存在的问题,以期在法律保障、干预团队建设以及服务提供方面为我国特殊儿童早期干预工作的开展提供借鉴。     

Assessment in early childhood education: threats and challenges to effective assessment of immigrant children

Research indicates that early childhood professionals gather assessment information to monitor child development and learning, to guide curriculum planning and decision making, to identify children who may have special needs, to report and communicate with others, and to evaluate programmes. A review of literature indicates that immigrant children have low achievement assessment scores as compared with mainstream American children, also immigrant children enter kindergarten already behind their mainstream American peers. The current study explored early childhood teachers' perceptions of assessment measures used with immigrant children and the challenges faced when assessing immigrant children. Findings of the study reveal that there are several factors that make early childhood teachers fail to gather effective assessment information from immigrant children. Unless the factors are addressed, planning for effective curriculum for immigrant children using assessment data will continue to be a challenge for early childhood teachers. Factors that continue to affect gathering effective assessment data from immigrant children include language barriers, cultural clashes, socio‐economic factors, and culturally and linguistically biased assessment measures.     

The effects of the Healthy Steps for Young Children Program: results from observations of parenting and child development

The Healthy Steps for Young Children Program (HS) is designed to provide support for new parents through the pediatrician's office. We present findings of the effect of HS on the quality of mother–child interaction, security of attachment, and child behavior using observational data from two of the HS sites that utilized a randomized treatment design. Results indicated that mothers participating in Healthy Steps were more likely to interact sensitively and appropriately than mothers in the comparison group at the second assessment point (age 34–37 months) but not at the first assessment point (age 16–18 months). There were no differences in child outcomes at either time point when the cross-sectional data were analyzed. However, the results of the longitudinal analysis (which included families who participated in the home observations at both Time 1 and Time 2) indicated that Healthy Steps participation was associated with greater security of attachment and fewer child behavior problems.     

Teaching practices in kindergarten and first grade: different strokes for different folks

This study assessed the nature of instruction in 314 kindergarten and first-grade classrooms from 155 schools in 48 school districts in three states. The schools served a relatively high proportion of low-income children and children of color. Despite the restricted range in student populations served, qualities of the schools and observed classroom instruction were associated with the demographics of the student body. Schools serving relatively high proportions of low-income children and children of color were rated by teachers to have more negative social climates. Teachers in these schools emphasized basic skills more and engaged in more didactic teaching and less constructivist teaching practices. At the classroom level, teaching approaches were predicted by teachers’ goals, the ethnic composition of their classroom, and the degree to which teachers perceived the families of the children in their classroom to have challenges associated with poverty. Didactic teaching was particularly common in classrooms with a high proportion of African–American students and in which teachers believed poverty-related problems inhibited parent involvement in their children's education; constructivist teaching was high in classrooms with a high proportion of Caucasian children.     

浅析竞技散打运动的早期身体素质训练

文章运用了文献资料法、观察法、数理统计等研究方法,对竞技散打运动中竞技能力的发展作了概要的评述,通过查阅大量的书籍和论文,概括出了竞技散打运动的竞赛与训练中对身体素质的基本要求,以及儿童少年各项身体素质发展敏感期的图表,反思了竞技散打运动训练所存在的问题,指出竞技散打训练中儿童少年早期身体素质训练应以竞技散打技术体系的训练为主,以各种各样的身体练习手段为辅,使各项身体素质得到最佳发展,以为后续训练提供更多的发展空间。     

Community‐based early intervention for children with behavioural,emotional and social problems: evaluation of the Scallywags Scheme

Scallywags is a community‐based, early intervention programme for young children (aged 3–7) with behavioural, emotional and social problems, which integrates work in the home and school with a parenting curriculum and direct work with children. A pre‐post intervention study across multi‐sites of 340 participants is reported. Using standardised measures, the study found statistically significant reductions in problems at home and school experienced by children who completed the programme, and in parental stress levels. Participation was found to be high and the project acceptable to parents, many of whom would be described as hard to reach. The rigorous evaluation of this real‐life service and its positive outcomes highlight the potential of such programmes to tackle the needs of these children and families, and help prevent longer‐term problems associated with early onset behavioural problems, including social exclusion, antisocial behaviour and educational failure.     

An Evaluation of Latent Growth Models for Propensity Score Matched Groups

Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and evaluate their performance with a Monte Carlo simulation study. We found that the 4 models performed similarly with respect to model fit, bias of parameter estimates, Type I error, and power to test the treatment effect. To demonstrate a multigroup latent growth model with dummy treatment indicators, we estimated the effect of students changing schools during elementary school years on their reading and mathematics achievement, using data from the Early Childhood Longitudinal Study Kindergarten Cohort.     

LESSONS LEARNED IN FOUR URBAN EARLY CHILDHOOD PROGRAMS AND THE IMPLICATIONS FOR TEACHER EDUCATION

Abstract

Teacher educators are often searching for methods and/or techniques to enhance and expand the content of their courses. As teacher educators, we do not want to introduce new methodology that detracts our students’ attention away from the course content. However, we need to keep our courses current and interesting for ourselves as well as for our students. Several teacher educators at one institution have begun including service‐learning projects into their preservice and inservice teachers’ courses as a way to augment the standard curriculum. The focus of this study is to illustrate how service‐learning was incorporated into the existing children's literature course and share the five cooperative projects that resulted from this integration.     

CAMPUS EARLY CHILDHOOD LABORATORY SCHOOLS: PARTNERS IN TEACHER EDUCATION PROGRAMS

Abstract

Making Theory and Development of Early Childhood Education come alive for elementary master's degree students in two learning sites offers opportunities and challenges. In constructing the class, a primary goal was to expose the students to the context under which early childhood educators developed programs and theories. Also, students were challenged to uncover the relationship that the education of young children had with social change and emerging human rights. Utilizing distance learning, contemporary books such as Who Moved My Cheese (Johnson, 1998) and a field trip to the National Civil Rights Museum and the Rock'n Soul Museum, students developed a sense of the place early childhood education had and continues to have in social change and the advancement of civil rights in this country.