北京农村4-6岁幼儿性格发展与家庭教育关系的调查研究

本文研究家庭教育方式对农村4—6岁儿童性格发展的影响。采用问卷调查,要求幼儿园教师和家长分别对儿童的性格特点评分,并要求家长对家庭教育方式评分。结果表明,儿童的一些优良性格品质与父母的某些良好的教育方式有密切关系;在调查的性格特征上,没有发现独生与非独生予女之间有明显差别;教师和家长对儿童的评分之间有高度相关,说明本调查信度是高的。     

家庭道德教育与人才培养

近几年,随着社会的进步和独生子女的增多。家长对子女的教育和成才问题越来越重视,家庭教育得到了较快发展。这是令人欣喜的现象。但是在家庭教育中,有的家长只重视优生、优育,不重视优教;只重视智育、体育,不重视德育,结果造成子女在道德品行上的较大缺陷,影响了子女德智体美全面发展,影响了我国人才素质、民族素质的全面提高。这一点又不能不令人担忧。 “人才”是一个多质的集合概念,有多方面     

保定市风帆学校:家长进课堂

正本刊讯从实施三结合教育以来,保定市风帆学校一直十分重视发挥家庭教育和社会教育的功能,充分依靠家长和社区组织参与学校管理,促进家庭、社区与学校有效地合作互动。保定市风帆学校在家长、三结合教育委员会委员和全体教师的努力下,大力推进家长进课堂工作力度。学生家长来自不同的工作岗位,有着各自的优势,学生从家长那里获取丰富的教育资源,教师认真向家长学习,与家长形成"真诚合作,心灵相通,携手共进"的新型家校关系。     

上海市民好家长标准调查

好家长的标准是什么？本调查利用自编问卷,对上海市部分幼儿、小学生、中学生的家长进行了问卷调查。通过分析,得出了上海市民对目前好家长标准以及21世纪好家长标准的看法;了解不同身份、不同文化程度,不同子女年龄的家长对标准的不同看法;以及上海市民评定好家长的心理维度指向①对人、对事对社会的态度;②对自己的态度和要求。这对家庭教育研究和家庭教育指导具有积极的意义。     

见招拆招，巧妙应对初中生的“假期综合症”

<正>从心理学来看,如果人们从高度紧张的状态中,突然停下来变得无事可做的话,在生理和心理的惯性作用下,原来那种适应紧张节奏的心理状态会使人们在面对相对宽松的环境时,反而感到不适应。而假期综合症就是初中生在放假之后出现的各种生理或心理紊乱的表现,这也是家长在进行家庭教育时面临的一项挑战。基于此,我们将对假期综合症的表现和危害进行概述,并结合初中生的身心特点与家庭教育的工作实践,具体谈谈家长应该如何帮助孩子预防和化解假期综合症。     

家长在幼儿教育中存在的问题及其分析

幼儿的家庭教育问题,已经引起千千万万有识家长的高度重视。许多家长在这方面做了有益的探索,创造出许多新鲜生动的经验,为优化家庭教育、发展家教科学做出了贡献。但是,毋庸讳言,还有相当数量的家长在子女教育中存在着这样那样的偏差,影响了孩子身心的健康发展。     

儿童合作倾向与家长价值观

本研究采用组内设计的方法,测量了53名5～6岁的儿童在两种情境中的合作行为倾向,以及与他们的家长的工作价值观的关系。结果表明：对情境的知觉影响儿童的合作倾向,一方面表现在对好朋友与不认识的小朋友的合作行为倾向有显著性差异;另一方面是对不同的实验材料有不同的合作行为表现。另外,儿童的合作行为倾向与父母的工作价值观——特别是经济利益价值、管理价值等有显著相关。     

浅论家庭教育与学校教育的结合

教育对家庭教育和学校教育提出不同的要求,家庭教育是学校教育的基础,又是学校教育的补充。作为基础,家庭是社会的细胞,是学生的第一所“学校”,家长是学生的启蒙教师,家长对自己的子女起到潜移默化的作用。所以,家庭是个人成长的摇篮,家庭教育在整个教育系统中起到奠基的作用。     

理性应对孩子的逆反心理

<正>有些家长反映孩子进入初中后,不愿与家长交流了;总觉得家长在管制他,抱怨家长不理解自己;开始和家长顶嘴;经常自作主张;为一点小事,情绪起伏很大;嫌家长烦,不希望家长干涉自己的处事自由和交友自由等等。其实,这是孩子进入了青春逆反期了。这个年龄段的孩子一般在初中阶段,生理和心理发展很快,独立意识增强,逆反心理和逆反行为增加,就出现父母不让做的他偏做,跟父母和老师对着干。那么什么是逆反心理呢?     

浅析幼儿家庭教育的科学方法

家庭是有血缘关系的人组成在一起的一个集体,是儿童成长的摇篮。孩子一出生就被浓浓的亲情所包围着,从某种意义上讲,家庭教育就是生命的教育。父母是孩子的第一任老师,家庭中的一切教育是通过父母对子女的情感教育才得以实现,这是由情感本身的性质所决定的。幼儿时期,家庭给予孩子的影响和教育,是孩子以后接受其他类型教育以及形成良好个性的基础。因此作为家长应为孩子负责,努力为孩子营造一个良好的家庭教育环境,这是孩子健康成长的重要因素。然而,现在很多家庭对家庭教育的认识都存在一定的片面性,以至于媒体上的负面报道时有发生。其实,科学的家庭教育包括很多方面,本文根据笔者多年来的工作经验,逐一对其进行阐述。     

Psychosocial characteristics of preschool siblings of handicapped and nonhandicapped children

This project examined psychosocial characteristics of 24 preschool-aged siblings of handicapped children in relation to a control group of 22 siblings of nonhandicapped children. Subjects were matched on family size and income, sibling age, birth order, sex, age spacing, and marital status of their parents. Results indicated no statistically significant differences between groups of children on measures of perceived self-competence and acceptance, understanding of developmental disabilities, empathy, and child care responsibility. Significant group differences were found where brothers of handicapped children were rated by their mothers as being more depressed and aggressive than brothers of nonhandicapped control children. Sisters of handicapped children were rated by mothers as being more aggressive than sisters of nonhandicapped children. Sisters of handicapped children and brothers of nonhandicapped children had significantly fewer privileges and more restrictions on their home activities than other groups. Results are discussed in relation to previous research on older silbings of handicapped children and the general literature on family stress and childhood disability and disease. The importance of examining sibling functioning via multiple measures of child behavior is stressed.The authors are grateful to the children and families who participated in the project. The assistance of Dr. Ricardo Barrera, Christine DiBlasio, Lisa Kaye, Paola Bellabarba, Jeanne Logozzo, Donna Motley, Jennifer Harter, and Tina Meisell is also gratefully acknowleged. This project was funded by Grant Number G008300345 from the U.S. Department of Education.     

Do not hinder them: educating children with mental disabilities in the church

Developmental disabilities in children can be challenging to the family who desires a spiritual home for their family. Parents may hesitate to bring a special needs child to a church service, uncertain of the outcome. While public schools have amazing support for the differently abled, the Church very rarely has assistance in place for the families of handicapped individuals, let alone theology for the parents of mentally disabled children. This paper will examine possible ways for a local church leader or volunteer to educate children with mental disabilities, drawing on a variety of texts for support. The paper will conclude by offering resources for the teachers of special needs children in church education.     

亲子性话题沟通风格对青少年性行为和性态度的预测： 依恋的调节效应

采用问卷法探讨了亲子间性话题沟通风格与青少年性行为、性态度的关系,并考查了亲子依恋的调节效应。结果发现：（1）两个关于性别、父母职业和受教育程度的多元方差分析表明：男生与女生在与父亲和母亲的性话题沟通开放性上均没有显著差异,与父亲和母亲性话题沟通的舒适感上有显著差异。男生与父亲的性话题沟通风格好于与母亲的,而女生与母亲的性话题沟通风格好于与父亲的。父母的职业和受教育程度以及青少年性别、父母职业、受教育程度的交互作用不显著;（2）进一步的结构方程模型分析表明：青少年与父母性话题沟通开放性对性行为具有显著的负向预测作用,对不赞同同伴性行为的态度具有显著的正向预测作用;而青少年与父母性话题沟通舒适感对不赞同同伴性行为的态度具有显著的负向预测作用;（3）依恋对性话题沟通和青少年的性行为的关系有显著的调节作用,与完全安全依恋的家庭相比,在与父母依恋都不安全的家庭中,青少年与父母性话题沟通的开放性对青少年的性行为有更强的预测力     

Families with disabled children: Stress and social networks in three samples

Mothers and fathers of 125 handicapped/chronically ill children were compared with parents of 127 matched nondisabled children from three separate samples with respect to personal stress, marital satisfaction, and social network size and density. Only mothers of disabled children experienced higher levels of stress than comparison parents. No differences were found in marital satisfaction. Few group differences were found for social network variables, although mothers of handicapped children had higher-density networks than comparison mothers. A series of ANOVAs examined differences among the three types of families of handicapped children. Significant differences among the groups were found for social network but not family stress variables. The results are discussed in terms of general differences between families with and without a disabled child, and point to the need to identify patterns within different types of family systems in conducting future research in this area.Portions of this paper were presented to the annual meeting of the National Council on Family Relations, Family and Health Section, November 1985, Dallas. This research was supported, in part, by grants from the Temple University Biomedical Research Support Program and the Temple University Grant in Aid of Faculty Research. The author wishes to thank staff and participants from St. Christopher's Hospital for Children, Philadelphia, PA, The Children's Rehabilitation Center of the University of Virginia Medical Center, Charlottesville, VA, and The Woodhaven Center, Philadelphia, PA.     

Parenting in Hawaii: Three cultural groups at the beach

This study shows systematic differences in parenting behaviour across three cultural groups in Hawaii. Japanese-, Caucasian- and Hawaiian-American parents (N =149) are observed as they interact with their young children at the beach. The observed families come to the beach in different groupings. Hawaiian groups are the largest, many consisting of five or more people. Most Japanese families resemble the ‘typical’ nuclear family: two parents and one or two children. More Caucasian and Hawaiian parents come to the beach alone with their children than do Japanese-American parents. Parents in the three groups spend their time differently. Japanese-American parents focus almost exclusively on their children. They play with, watch or take care of them for most of the observed time. They rarely engage in solitary activities, such as reading or sunbathing, or in social activities, such as talking with each other. Caucasian parents engage in solitary activities more frequently. They encourage children to entertain and care for themselves. Hawaiian parents interact extensively with other adults, and Hawaiian children play among themselves without prompting. The Hawaiian parents interact less frequently with their children than do parents in the other groups. These findings are discussed in terms of cultural differences in views of the parenting role, the range of people socializing children and childrearing emphases on independence vs dependence, aloneness vs social involvement and innovation vs imitation.     

Relationships among parental reports of child, parent, and family functioning.

Most children with psychosocial problems do not present for treatment in mental health settings. They are managed by primary care physicians. Children with psychosocial problems often have parents and/or families with psychosocial distress. The present study measured associations between parental reports of child, parent, and family functioning in individuals in the general population. Participants were 226 parents of children, aged 2-16 years, who presented for routine primary care. Parents reported on the psychosocial functioning of themselves, their child, and their family. All correlations of measures were significant, ranging from .55 to .23. Similar to data from psychiatric samples, the psychological functioning of children, parents, and families were significantly correlated. Unlike in psychiatric settings, child mental health problems were not as closely related to parent or family distress as parent and family distress were related to each other and to child behavior problems.     

Family Communication about Donor Conception: A Qualitative Study with Lesbian Parents

In this qualitative study of 10 lesbian couples who built their families through anonymous donor conception, we explore how lesbian parents experience communication about the donor conception within the family. While for these families “disclosure” of donor conception is often seen as evident, the way parents and children discuss this subject and how this is experienced by the parents themselves has not received much research attention. To meet this gap in the literature, in‐depth interviews with lesbian couples were conducted. An Interpretative Phenomenological Analysis showed that this family communication process can be understood within the broader relational context of parent–child relationships. Even though parents handled this family communication in many different ways, these were all inspired by the same motives: acting in the child's best interest and—on a more implicit level—maintaining good relations within the family. Furthermore, parents left the initiative for talking about the DC mostly to the child. Overall, parents aimed at constructing a donor conception narrative that they considered acceptable for both the children and themselves. They used different strategies, such as gradual disclosure, limiting the meaning of the donor, and justifying the donor conception. Building an acceptable donor conception narrative was sometimes challenged by influences from the social environment. In the discussion, we relate this qualitative systemic study to the broader issues of selective disclosure and bidirectionality within families.     

Parent–adolescent communication in foster,inter‐country adoptive,and biological Italian families: Gender and generational differences

There is a paucity of studies aimed at comparing how parents and children in different family structures cope with the challenges posed by the adolescence transition; in particular, there are few studies aimed at comparing adoptive and foster families. In order to partially fill this gap, the principal aims of the present study were to verify whether there are differences in parent–child communication among foster, intercountry adoptive, and biological families according to the adolescents' gender, and to compare the perceptions of parents and adolescents concerning parent–child communication. Data were elaborated on two levels: a generational level (adolescent's and his/her parents' perceptions among the three family groups) and a dyadic level (mother–child and father–child perceptions). The sample was composed of 276 Italian families with adolescents aged between 11 and 17 (81 foster, 98 international adoptive, and 97 biological families). Subjects (mothers, fathers, and children) filled out a questionnaire including the Parent–Adolescent Communication Scale (Barnes & Olson, 1985 ). Results highlighted that in foster families, parent–child communication showed more difficulties from both the adolescent's and the parents' point of view. Adoptive adolescents, however, reported a more positive communication with both their parents than did their peers living in biological and foster families. At a dyadic level, some differences emerged among the three groups. In biological families, a more pronounced distance emerged between parents and children. In adoptive families, father and adolescent shared more similar perceptions, whereas a significant discrepancy emerged between mother and child. A higher level of perceptual congruence between adolescents and parents was found in foster families. Gender differences were also seen: Mothers experienced a more open communication with their children than did fathers, and adolescents, and above all females, communicated better with their mothers than with their fathers in all three family groups.     

Not the End of the Odyssey: Parental Perceptions of Whole Exome Sequencing (WES) in Pediatric Undiagnosed Disorders

Due to the lack of empirical information on parental perceptions of primary results of whole exome sequencing (WES), we conducted a retrospective semi-structured interview with 19 parents of children who had undergone WES. Perceptions explored during the interview included factors that would contribute to parental empowerment such as: parental expectations, understanding of the WES and results, utilization of the WES information, and communication of findings to health/educational professionals and family members. Results of the WES had previously been communicated to families within a novel framework of clinical diagnostic categories: 5/19 had Definite diagnoses, 6/19 had Likely diagnoses, 3/19 had Possible diagnosis and 5/19 had No diagnosis. All parents interviewed expressed a sense of duty to pursue the WES in search of a diagnosis; however, their expectations were tempered by previous experiences with negative genetic testing results. Approximately half the parents worried that a primary diagnosis that would be lethal might be identified; however, the hope of a diagnosis outweighed this concern. Parents were accurately able to summarize their child’s WES findings, understood the implications for recurrence risks, and were able to communicate these findings to family and medical/educational providers. The majority of those with a Definite/Likely diagnosis felt that their child’s medical care was more focused, or there was a reduction in worry, despite the lack of a specific treatment. Irrespective of diagnostic outcome, parents recommended that follow-up visits be built into the process. Several parents expressed a desire to have all variants of unknown significance (VUS) reported to them so that they could investigate these themselves. Finally, for some families whose children had a Definite/Likely diagnosis, there was remaining frustration and a sense of isolation, due to the limited information that was available about the diagnosed rare disorders and the inability to connect to other families, suggesting that for families with rare genetic disorders, the diagnostic odyssey does not necessarily end with a diagnosis. Qualitative interviewing served a meaningful role in eliciting new information about parental motivations, expectations, and knowledge of WES. Our findings highlight a need for continued communication with families as we navigate the new landscape of genomic sequencing.