高职学生心理素质教育的切入点与途径

现在的高职学生几乎都是独生子女,研究和把握这些独生子女的心理素质特点是对他们进行科学教育的前提,也是高职院校实施素质教育所必需的。     

Child Observation and Accountability in Early Childhood Education: Perspectives from Australia and the United States

The changing ways child observation is being used by preschool teachers in the United States and Australia are described in relation to the accountability movement pressuring young children and their teachers in both countries. The costs of the accountability movement in early childhood education are explored, and a call for genuine accountability based on assessment strategies such as traditional child observation is made.     

Family, Friend, and Neighbor Child Caregivers: Results of a Statewide Study to Determine Needs and Desires for Support

Family, friend and neighbor (FFN) child caregivers represent a significant proportion of caregivers for young children. Yet, these caregivers receive little support for their services. In 2003, the First 5 California Children and Families Commission (First 5 California) began a study to determine the work-related needs of FFN caregivers in California. This paper reports on the results of all study activities, including focus groups and interviews with caregivers and parents. It details the specific needs related to licensing, materials and equipment, education and training, and support systems that were identified by FFN caregivers, parents, and other stakeholders as being important to improve the quality and working conditions of FFN care. It also discusses needs of agencies that provide services to FFN caregivers, including awareness of and knowledge about the population, funding and other resources, and professional development topics.     

Early childhood education and care educators supporting parent-child relationships: a systematic literature review

Building strong relationships between children and parents is vital for children’s social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator–child, educator–parent, parent–child). Educators build relationships with children and parents, yet their influence on parent–child relationships is not well understood. Therefore, an evaluation of interventions/programs designed to promote parent–child relationships in ECEC settings (long day care, occasional care and preschool) and a range of settings (play groups, community groups and health centres) was conducted. The search revealed 21 peer-reviewed studies and seven interventions: two conducted in ECEC settings and five in a range of parent–child support settings. All studies reported intervention efficacy, yet none examined educators’ influence on parent–child relationships. Investigation into current educator practices is recommended to ensure educators are supported to promote and nurture parent–child relationships, consequently strengthening children’s social and emotional development.     

幼儿双语教育问题探析

幼儿大脑、语言和思维等的发展使双语教育成为可能，但这种可能性能否真正转变为现实，还取决于是否具备相应的外部条件，即自然的双语环境和适宜的教育。只有将两者密切结合，才能真正实现促进儿童双语发展的目标。     

Research in the Netherlands on a theory of child abuse: A preliminary report

A three-factor theory of child abuse has been developed which includes: (1) a high level of parental aggression; (2) a low level of parental inhibition of overt aggression; and (3) the focusing of parental aggression on the child. In the theory each factor is the outcome of a subfactor “path.” A high level of parental aggression is the outcome of seven subfactors. A low level of parental inhibition of overt aggression is the outcome of three subfactors. The focusing of parental aggression on the child is the outcome of ten subfactors. The theory posits that the type of child abuse that occurs is determined by the ratio of total parental aggression to total parental inhibition of overt aggression. High numerical values of the ratio result in battering. Lower numerical values result, in descending order, in non-organic failure to thrive, physical neglect and emotional abuse. The theory and 50 hypotheses derivable from it are being tested on a sample of 150 child-abuse families and 150 control families.     

Commentary: Taking a Social Justice Perspective on Research Supporting LGBTQ Students: Same Team,Different Positions

ABSTRACT

This article is a commentary on a theme issue of Journal of Educational and Psychological Consultation entitled “Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth.” Writing from the perspective of researchers who have focused on social justice, the authors both provide a critique of the theme issue articles and describe potential areas of overlap between social justice research broadly and research specifically focused on supporting LBGTQ youth. Suggested next steps for research are offered.     

由青少年生命价值观教育看习近平“扣子论”的重要性

近年来,在青少年群体出现了生命价值观模糊和价值取向趋于物质等现象,给我国青少年生命价值观教育敲响了警钟。习总书记的“扣子论”通过其丰富的哲学内涵,启发我们正确认识青少年生命价值观教育中出现的问题,指导我们进一步改进和完善我国青少年生命价值观教育。     

Contextually Influenced Patterns of Play-Developmental Age Associations for Preschoolers With and Without Mental Retardation

The purpose of this paper is to present data demonstrating the differential pattern of association among play behaviors and developmental age that emerge for children with and without mental retardation across play situations. Seventeen preschool children with mental retardation and 17 preschool children without mental retardation were matched on developmental age and sex and observed during both home-based independent play and classroom-based freeplay. Results are presented for (a) between-group comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental age correlational patterns, (b) between setting comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental age correlational patterns within each group, and (c) comparisons of the pattern of categorical play–developmental age and sequential play–developmental age correlations within both setting and group. Results suggest both group and setting variation in the play–developmental age correlational patterns. Implications for multi-contextual understanding of children’s play and the use of play in early childhood assessment are discussed.     

Children's drawings provide a new perspective on teacher–child relationship quality and school adjustment

A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school.