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101.
湖南东北部的母亲称谓主要有毑[■ia]、婆、娘、妈、■[mai]和爷[iɑ]六类称谓形式,它在发展演变过程中,依次经历了"妳"、"毑"类称谓、"婆"类称谓、"娘"类称谓和"妈"类称谓五个阶段。 相似文献
102.
103.
台湾中小学家长参与学校教育的两大重要领域是学校与家庭,分别以学校家长会和子女学业为重心。影响台湾中小学家长参与学校教育的自然属性主要是性别和年龄,影响台湾中小学家长参与学校教育的社会属性主要是社会地位、学历与家庭收入。台湾中小学家长参与的经验和不足对大陆有以下三方面启示:加强家长与学校之间的实质性参与;激发低阶层家长参与学校教育的动机;平衡参与家长的性别和年龄差异。 相似文献
104.
一个孩子的成长,离不开良好的教育环境与引导。除了学校教育、社会教育和专门的人文道德教育外,家庭教育为人生成长最重要的一环。这当中,父母的影响特别大,它可能对孩子一生的发展产生重要作用与影响。 相似文献
105.
开展社区早期阅读活动,有助于提升家长指导幼儿阅读的能力,并丰富幼儿的阅读内容,帮助幼儿积累阅读经验。为推动社区开展早期阅读活动,可以成立专门的阅读机构,建立"快乐阅读网站";创设社区亲子图书馆(室),定期举办"亲子阅读日";培训社区的专业人员,为家长提供科学的早期阅读指导。 相似文献
106.
Kelly Stone Cheryl Burgess Brigid Daniel Joanna Smith Christine Stephen 《Emotional and Behavioural Difficulties》2017,22(4):383-396
This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints. 相似文献
107.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
108.
Currently, parental involvement research considers parents as individuals, and gives little consideration to them as a collective body, including how, as a group, they might influence each other. This study examined the influence of parent social norms on parents’ home reading behaviour with their child. Two quasi-experiments conducted in two elementary schools (N?=?124 children) examined the influence of information about the reading behaviour of the majority of other parents. Completion rates of a reading challenge for each class were compared seven months later. Across the two schools, the intervention resulted in significantly more parents completing the reading relative to control classes who did not receive the information (76% vs. 47%). Additionally, a follow-up survey suggested parents did not perceive the social norm information as a persuading factor, despite its clear success as a motivator. Consideration of these findings for schools and future research is offered and discussed. 相似文献
109.
This study used regression analyses to identify variables predicting the six most frequently cited problems that concerned 129 African-American parents and guardians of children who were primarily enrolled in urban schools. The findings indicate that in order to increase African-American parents' and guardians' satisfaction with the public school system, the racial climate in schools must be improved; unfair disciplinary practices must be eradicated; and curricula and instructional practices must be reformed specifically in areas that result in the strengthening of African-American students' math and reading-comprehension skills. 相似文献
110.
Parents can form a vital link to literacy and later school success by encouraging literacy and language modeling in their
daily communication with children. This article describes a study in Head Start classrooms in Florida and North Carolina where
teachers used a book lending system and high quality books which they shared with children and families. Strategies for teachers
to assist parents in providing support for emergent literacy are given. Ways to help families see the importance of their
practices and encourage the use of these ideas as part of their daily routines are shared. 相似文献