‘I’m strong within myself’: gender,class and emotional capital in childcare

Emotions have received increasing attention in educational circles in the last decade. Drawing on Bourdieu, feminist scholars use emotional capital to illustrate the ways gendered inequalities can compound the disadvantages of social class. This paper examines relationships within childcare services in Australia, showing how emotional capital functions as a resource for staff. Data from interviews with childcare staff illustrate key aspects of emotional capital, such as reflexivity, resilience and embodiment. Findings show that investing in emotional capital is the key to a long-lasting commitment to childcare work, and should be valued accordingly.     

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.     

Don’t we care?: the ethics and emotional labour of early years professionalism

This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a ‘caring profession’ like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in England completely excludes the ethical vocabulary of care. Nevertheless, it necessarily depends on gendered dispositions towards emotional labour, often promoted by training programmes as ‘professional’ demeanours. Taking control of the professionalisation agenda therefore requires practitioners to demonstrate a critical understanding of their practice as ‘emotion work’. At the same time, reconceptualising practice within a political ethic of care may allow the workforce, and new trainees in particular, to champion ‘caring’ as a sustainable element of professional work, expressed not only in maternal, dyadic key‐working but in advocacy for care as a social principle.     

Promoting inner stillness: the value of a self-discovery programme for children with social, emotional and behavioural difficulties

Dr Lesley Cullen-Powell and Professor Julie Barlow are both chartered health psychologists and both work at the Interdisciplinary Research Centre in Health at Coventry University where Lesley Cullen-Powell is a research fellow and Julie Barlow is a director. In this article, they assess the benefits of a 'self-discovery programme' for children aged six to seven years attending one mainstream primary school. Staff at the school selected 18 pupils, many of them considered to be at risk of exclusion, to participate in the study. The children were allocated either to an 'intervention' or 'non-intervention' group. The children in the intervention group experienced the self-discovery programme over two terms.
Results suggest that the programme was well received by the children. They became more confident, respectful and calm and they displayed less aggressive behaviours during the self-discovery programme. Lesley Cullen-Powell and Julie Barlow are cautious in the interpretation of their findings, but suggest that the self-discovery programme has the potential to help children to feel more positive about themselves and their peers and to re-engage with learning. The authors argue that a wider implementation of the programme, with a controlled study, is now required to evaluate the self-discovery programme in more depth and detail.     

陆机文的特质

陆机"不能持事"的性格与强烈的事功意志之间的内在矛盾,在其入洛之后的感物念故的题材书写中,不仅没有弱化陆文的表现力,而且构成陆文特质的重要方面。陆机奉行两汉儒家旧贯之精神,在体物观览、察时变化、应感触类上,理在物先,呈现出某种机械反应论特点,而作为个体的主体性并不明显。陆文的情感抒发不是高扬情志,迥异于魏晋"尚尚文辞""重智术"一派。陆机是儒门从经术到文章转变的重要一环,它上承蔡邕、王粲,下开杜甫,在文的情理结构、表达方式及文辞文律等方面,做了有益探索。     

论学生音乐学习中的情感培养

摘要：音乐教学是音乐教师引导学生对音乐产生美的感受、美的兴趣、美的陶冶、美的欣赏的一门课程。因此,在音乐实践教学中要更加注重情感的培养,会让课堂环境不沉闷,营造出多姿多彩、丰富活跃的氛围。它会使音乐教师和学生之间出现良好的感情互动,使师生之间更加开心、关系更加融洽。从激发兴趣进行情感互动、角色表演中培养学生情感、提高学生情感强度三个方面对此进行了研究。     

植物的面相：中国古代植物审美的多元风景

在审美活动中,植物作为一种审美对象将外在的自然环境与人的内在精神世界联系起来,呈现出多元的植物面相。中国古代植物审美姿彩纷呈,意蕴丰富,但其中仍有规律可循。根据植物与社会群体、个体情感和形上世界的不同连接,大体可分为三种类型：其一,建构社会认同感的植物风景,此类植物审美与国家民族的政教性及社会阶层的身份认同感相关,具有鲜明的意识形态性;其二,彰显个体情感的植物风景,此类植物审美侧重于对个体情志的表现,具有鲜明的个性和艺术性;其三,通向超越之境的植物风景,此类植物审美体现了形上追求和终极精神,具有超越性和哲理性。植物审美的多重面相体现了物与人的共生互成,是人与自然、人与社会和人与自我关系的体现,对植物审美的思考有助于当代社会重建人与自然及人与精神的深层连接。     

Children’s levels of contingent self-esteem and social and emotional outcomes

Contingent self-esteem (CSE) describes the degree to which self-esteem is dependent on meeting day-to-day appraisals from oneself and others. This will vary between individuals, ranging from lower to higher CSE. A lower CSE is related to a range of adaptive social and emotional outcomes in adolescents and young adults. This study explores children’s CSE and how this associates with behavioural outcomes. A total of 280 children between the ages of 9 and 11 years completed a composite questionnaire on aspects of their self-esteem and behaviour. Children’s class teachers completed behavioural outcome questionnaires for a random sample of 100 of these children. Based on teachers’ and children’s scores, high levels of global self-esteem were associated with lower CSE and fewer behavioural difficulties. CSE domains of social feedback and physical appearance retained significant associations with behavioural outcomes after controlling for global self-esteem. This may relate to the degree that children depend on the perceived evaluations of others. Implications for educational psychologists are highlighted.     

Promoting students’ social behavior in primary education through Success for All lessons

Success for All (SfA) is a comprehensive school reform program with a strong emphasis on cooperative learning that aims to improve students’ social emotional learning alongside students’ cognitive learning. In the present study it was examined whether SfA led to improved students’ social behavior in Grade 1–3 of primary education. Peer sociometric data was collected for 974 students aged 6–9. Using multivariate multilevel analysis we found no significant effect of SfA on students’ pro- and antisocial behavior over time. However, a significant interaction effect was found showing that antisocial behavior of students from disadvantaged backgrounds decreased in the intervention condition in Grade 2. This is a promising finding given that the SfA program was especially developed for schools serving large numbers of disadvantaged students. Implications of the study are described.