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The empirical study explores children's perceptions of the family and family membership. 300 four‐, six‐ and eight‐year‐old children were interviewed with a semi‐structured ‘Family Concept Interview’. Interview strategies and research findings are presented and discussed. Establishing field entry rituals and determining appropriate modes and levels of discourse are important factors for creating an interview situation in which children are continuously attentive and motivated. Findings indicate that children do have a generalised and complex image of the family. The majority construct relatively large families with two or more children; over half the children include grandparents (father and mother)’, but one‐parent‐households are also accepted as ‘a family’, regardless of the child's own family situation. ‘Common residence’ is an important but not a necessary criterion for family membership. The findings show significant age differences concerning some aspects of children's family concepts. 相似文献
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Friedrich Edding G. W. Parkyn Renzo Titone Oskar Anweiler Frederic Lilge John Vaizey Werner Levi B. Magierska Walter Schultze Mary Ewen Ulich Ben Morris Ignacy SzAniawski G. de Landsheere M. L. Kellmer Pringle W. Lenz Rudolf Haas John Bradley Josip Lukatela M. J. Langeveld S. Wiegersma H. H. Stern H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498
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Toni Mayr Michaela Ulich 《Early Years: An International Journal of Research and Development》2009,29(1):45-57
Compared with the traditional focus on developmental problems, research on positive development is relatively new. Empirical research in children's well‐being has been scarce. The aim of this study was to develop a theoretically and empirically based instrument for practitioners to observe and assess preschool children's well‐being in early childhood settings. The analysis of preschool teachers' ratings yields six dimensions of social‐emotional well‐being: (1) making contact/social performance, (2) self control/thoughtfulness, (3) self‐assertiveness, (4) emotional stability/coping with stress, (5) task orientation, (6) pleasure in exploration. Composite scales were constructed. PERIK consists of six scales of six items each. The scales differentiate in both the upper and lower range and despite their brevity have good psychometric qualities. The instrument was published together with a booklet containing examples of how PERIK observations can be employed in practical work with children. 相似文献
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This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks. 相似文献
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Prior research states that the use of living animals in the classroom leads to a higher knowledge but those previous studies
have methodological and statistical problems. We applied a meta-analysis and developed a treatment–control study in a middle
school classroom. The treatments (film vs. living animal) differed only by the presence of the living animal. Both treatments
were based on the self-determination theory. More than 400 pupils filled in pre-test, post-test and two follow-up-tests (with
a delay of 6–8 weeks and 7–8 months). After each lesson, pupils rated the lesson on a short intrinsic motivation scale. In
the meta-analysis, we found that the living animal treatments significantly scored better than a control group, but not when
comparing living animals with alternative treatments. In the treatment–control study, both treatments led to a significant
increase in knowledge but there were no differences between film and living animal treatment. Pre-test and previous grading
had a significant influence on post- and both follow-up tests. In the mouse lesson, pupils of the living animal group showed
higher values in interest and competence and lower values in pressure. Interest and competence correlated positively with
achievement, while pressure correlated negatively. 相似文献
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R. Baird Schuman Mary Ewen Ulich F. L. Shoemaker REV. JOHN E. WALSH C.S.C. 《Educational theory》1954,4(3):242-246
E DUCATIONAL P HILOSOPHIES AND D EMOCRATIC F AITH . By James W. Skelton.
A DULT E DUCATION . By P. H. Sheats, C. D. Jayne, and R. B. Spence.
P HILOSOPHY AND THE I DEOLOGICAL C ONFLICT . By Charles S. Seely.
G ANDHI : H IS L IFE AND M ESSAGE FOR THE W ORLD . By Louis Fischer. 相似文献
A DULT E DUCATION . By P. H. Sheats, C. D. Jayne, and R. B. Spence.
P HILOSOPHY AND THE I DEOLOGICAL C ONFLICT . By Charles S. Seely.
G ANDHI : H IS L IFE AND M ESSAGE FOR THE W ORLD . By Louis Fischer. 相似文献
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The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study. The results suggest that all students with intellectual disabilities were able to holistically improve their social writing quality after exchanging emails with mature writers over a period of 15 weeks. Specifically, the students progressively showed various degrees of improvement in the areas of writing mechanics, lexical and syntactic complexity, writing cohesion, pragmatic propriety and writing motivation. However, the figurative use of language remained unaffected by the email modeling and scaffolding. Taken together, this study suggests that Internet-mediated formats, such as email, can reduce the anxiety of students with intellectual disabilities. Students feel more motivated to engage in writing and do so more actively in social media exchanges, thus improving their virtual social communication skills through writing. Teaching implications of this study are discussed. 相似文献