对城市与乡镇幼儿园810名3~6岁学龄前儿童感觉统合能力的测试研究

通过对８１０名不同性别、不同地域的３～６岁学龄前儿童感统合能力的测试发现,我国学龄前儿童感觉统合失调的发生具有普遍性,并存在明显的地域、性别、年龄、出生状态以及后天教育差异。建议相关人员高度重视并积极开展儿童感觉统合训练,以期预防和矫正獐感统合失调。     

体操运动员前臂运动特征及其发展特点的研究

采用直观半圆仪,对我国441名体操运动员和563名青少年儿童的前臂屈伸复制运动误差值作了测定和比较分析等研究,结果发现,就这个非专业性的和极为普通的动作——前臂屈伸运动的准确性来讲,在运动等级不同的体操运动员之间以及体操运动员与同年龄的普通人之间,都存在明显的差别。而且,这种运动准确性较高者,学习基本体操动作的成效优于准确性较低者。这种运动的准确性在7～11岁期间提高最快,12～22岁时呈波浪式的发展状态;在体操运动训练的作用下,这种运动的准确性,在9～13岁加速提高,而且,随后的波浪式变化明显减小。     

对目前我国优秀少年儿童乒乓球运动员身体素质训练水平综合评价的研究

对1990～1993年全国业体校乒乓球赛的男运动员127名、女运动员118名的身体素质数据,先用因子分析法对指标进行筛选,又用多元回归分析法建立有效的回归模型,并结合专家调查,选定了60m、跳绳、绕台跑、移步换球和扣球击远等5项身体素质测验指标,再采用“秩和法”对所有参赛运动员的身体素质情况进行综合评价和排序,可为了解运动员的身体素质情况提供客观依据。     

论少儿体操运动员的激励因素

采用问卷调查与逻辑分析的研究方法,论述了少儿体操运动员激励的构成因素,激励过程中的特点,以及进行激励时应注意的几个问题。     

Addressing Child Maltreatment in New Zealand: Is Poverty Reduction Enough?

Jonathan Boston provides an insightful analysis of the emergence and persistence of child poverty in New Zealand (Boston, 2014, Educational Philosophy and Theory). His remarks on why child poverty matters are brief but, as he reports, “[t]here is a large and robust body of research on the harmful consequences of child poverty” (Boston 2014, pp. 10–11). One cost he does not explicitly mention is the increased risk of maltreatment faced by children living in poverty. Given the clear correlation between risk of abuse and poverty, Boston’s recommendations might be expected to go some way to addressing New Zealand’s appalling child maltreatment statistics. However, Boston himself identifies both fiscal and political barriers to the implementation of his proposed strategy. “Fundamentally”, he observes, “without adequate multi-party agreement, it will be hard to reduce child poverty on a durable basis” and “[c]urrently, such agreement is lacking” (Boston, 2014, p. 21). Even if we accept Boston’s strategies for child-poverty reduction, then, it is prudent to consider other responses to the consequences of child poverty. Significant and controversial aspects of New Zealand’s 2013 White Paper for Vulnerable Children can be read in this light, and one of them – the proposal to use predictive risk modeling (PRM) to identify children at risk of maltreatment – is the focus of this commentary.     

Neoliberalism,global poverty policy and early childhood education and care: a critique of local uptake in England

The global rise of a neoliberal ‘new politics of parenting’ discursively constructs parents in poverty as the reason for, and remedy to, child poverty. This allows for Early Childhood Education and Care (ECEC) to become a key policy lever by using human technologies to intervene in and regulate the lives of parents and children in poverty. The article explores the uptake of this policy locally through interviews with 30 ECEC practitioners in three locations across England. The interviews suggested that the neoliberal discursive formation of child poverty as a problem of the poor themselves had symbolic power and was a view shared by most of the interviewees. This appeared to restrict their thinking and action, shaping a limited engagement with parents in poverty. Delivering curricular requirements was seen to further delimit practitioners’ practices with children in poverty by reducing their poverty sensitivity. Although this is a small study, its findings may be of value in questioning neoliberal logics, and their implications are considered critically.     

迈进中的发展心理学事业

由儿童心理学到发展心理学的演进过程经历了奠基期和发展期两个历史阶段.1962年朱智贤教授著的<儿童心理学>的出版,标志着中国儿童心理学体系的形成,为发展心理学体系的确立奠定了基础.20世纪80年代末,儿童心理学研究拓展至对生命全程心理发展的研究,学科发展进入全面发展的新时期,并逐步形成了发展心理学学科体系.回顾过去,展望将来,发展心理学面临着十项研究主题.     

后现代主义师幼观视野下幼儿自我评价的再定位

幼儿自我评价是幼儿形成健康人格的重要基础,对幼儿进行正确的自我评价能力的培养,更是幼儿园工作的重要部分,但是传统幼儿教育评价却忽视了幼儿自我评价能力的培养,有悖于幼儿发展目标的实现和健康人格的养成。本文在后现代主义师幼观视野下,剖析了幼儿自我评价的传统误区并对其做了重新定位,旨在促进幼儿自我评价能力的健康发展．     

高职学生也应学习《弟子规》

高职学生经过学习,知识丰富了,技能精湛了,但如果没有相应的道德品质来导航,难免在走向社会之后出现过错,甚至导致失败。那么,怎么做才能保障他们能够成功地立足社会呢？最实用的方法是在大学期间,让他们静下心来,好好地学习一下《弟子规》。因为《弟子规》可以给他们提供为人处事的准则和行为举止的规范。毋容置疑,《弟子规》是高职学生提升个人修养的良好教材。     

The Effectiveness of the Responsive Teaching Parent-mediated Developmental Intervention Programme in Turkey: A pilot study

The case study was conducted to examine the feasibility of an early intervention curriculum called Responsive Teaching with two five-year-old children from Turkey who had significant developmental delays. This study determined whether Turkish mothers might be successful in learning to become more responsive to their children, and whether this would result in significant improvements in their children’s development. Both dyads received 28 individual parent–child intervention sessions which were conducted over a four-month period of time. Pre-, mid-, and post-assessments indicated improvements in the mothers’ responsiveness to their children and the children’s levels of engagement with their parents. There were also improvements in the children’s language and personal social development. Mothers reported that Responsive Teaching helped them learn to interact more effectively with their children and that this resulted in longer and more enjoyable interactions with them. Results from this investigation are discussed in terms of their implications for providing developmental services to preschool-aged children with disabilities in Turkey.