5～6岁儿童对书面数符号的表征和理解能力的发展

本研究对54名大班儿童的书面数符号表征和理解能力进行了跟踪调查。一年中三次面试结果表明,约85%的儿童(M=5:10)能运用书面数符号来表征30个以上的物体的数量。至大班末,94%的儿童(M=6:4)能运用书面数符号来表征100个以上物体的数量。大班末儿童对20以内书面加法运算成绩好于20以上书面减法运算,他们在遇到需进位和借数的加减运算时会有困难。6岁儿童在对加减运算式表征中的符号-实物的转换上有困难,儿童书面数符号表征、书面加减运算及对书面加减运算式的表征之间有显著正相关。大学附属幼儿园儿童的书面数符号表征能力在大班上学期好于为一般居民服务的幼儿园儿童,但无显著差异;在大班末期,为一般居民服务的幼儿园儿童的得分反超大学附属幼儿园儿童的得分,但无显著差异。     

4-6岁儿童数学认知中的多元表征研究

本研究以早期儿童数学认知中的数、数运算以及模式三个维度为切入点,对来自上海市的120名4-6岁儿童采用个别面试法考察其数学认知中的多元表征,采用描述性统计、多元方差分析、卡方检验等方法探查儿童多元表征的发展特点、相互关系及影响因素。结果表明：4-6岁儿童已具备初步的数、数运算、模式的多元表征能力,其中数的多元表征能力最好;4-6岁儿童在数、模式的多元表征中未出现明显的年龄差异与性别差异,在数运算多元表征中有明显的年龄差异,无性别差异;儿童使用的表征形式数量随年龄增长相应增加,且更倾向于使用描绘性表征中的实物情境表征与教具模型表征;4-6岁儿童数、数运算、模式的多元表征能力之间存在一定的相关;除年龄之外,已有学习经验、学习材料的呈现样式也是影响儿童多元表征的可能性因素。     

4～5岁儿童对书面数符号的表征和理解能力的发展

本研究对61名中班儿童的书面数符号表征和理解能力进行了跟踪调查。一年中三次个别面试的结果表明,约40％的4岁儿童已能运用1—10的书面数符号表征数量。至中班末期,大多数5岁儿童能够较熟练地运用至少1一17的书面数符号来表征数量,尽管其中有人在两位数的表征和数字的正确写法上有困难。儿童的书面数符号表征与他们的基数概念发展水平密切相关。大学附属幼儿园4—5岁儿童的书面数符号表征能力好于为工人家庭服务的幼儿园儿童的能力。     

父母元情绪理念与儿童社会适应：父母情绪反应的中介作用

采用追踪设计对459名儿童的父母进行问卷调查，旨在考察父母元情绪、情绪反应与儿童社会适应的复杂作用关系。研究结果表明：（1）在控制了前测儿童敏感合作后，父亲的问题关注反应在父亲的情绪教导和儿童的敏感合作之间起中介作用；（2）在控制了前测儿童社会适应后，母亲的鼓励表达在母亲的情绪教导和儿童的违纪攻击、害羞焦虑之间起中介作用，母亲的问题关注反应在母亲的情绪教导和儿童的敏感合作之间起中介作用，母亲的苦恼反应在母亲的情绪教导、情绪摒除和儿童的敏感合作、害羞焦虑之间起中介作用。     

父母述情困难与儿童行为问题:父母心境的中介作用

采用整群抽样法选取438名学前儿童及其家长为被试, 通过量表考察父母述情困难、心境与儿童问题行为之间的关系。结果发现:(1)父亲述情困难与儿童焦虑害羞行为显著正相关, 父亲情绪愉悦在其述情困难与儿童焦虑害羞行为之间具有完全中介作用;(2)母亲述情困难与儿童愤怒攻击、焦虑害羞行为显著正相关, 同时母亲的情绪波动在其述情困难与儿童愤怒攻击行为之间起着部分中介作用。研究结果说明述情困难风险较高的父亲, 其情绪愉悦水平也相对较低, 进而导致儿童表现出更多焦虑害羞行为;述情困难风险较高的母亲, 一方面会直接导致儿童表现出较多愤怒攻击与焦虑害羞行为, 另一方面又会通过其情绪波动增加儿童出现愤怒攻击行为的风险。     

论父母在儿童社会性发展中的作用

作为儿童生活中的“最重要他人”,父母对儿童社会性发展具有重要影响。在儿童的社会性情感、社会性认知、社会性交往行为和亲社会行为的发展过程中,父母都起着重要作用。     

中文版父母报告高敏感儿童量表的修订

本研究修订编制适合测量学前儿童的中文版父母报告高敏感儿童量表,并在学前儿童家长群体中进行信效度检验。通过文献分析,建构了学前儿童高感觉加工敏感性的结构模型,在参考国外量表题目的基础上,编制了初始量表。按照量表编制流程先后对1633名3～6岁学前儿童家长进行问卷测试,通过项目分析、探索性与验证性因素分析对初始量表进行题目删减与维度确定,最终形成了包括易刺激性、审美敏感性和低感觉阈限三个维度的中文版父母报告高敏感儿童量表。进一步分析表明,中文版父母报告高敏感儿童量表信效度符合统计学要求,能够作为测量我国学前儿童感觉加工敏感性的有效工具。     

父母婚姻冲突对儿童发展的影响及其机制

婚姻关系是家庭关系中最核心的关系, 家庭中父母婚姻冲突影响着儿童发展。众多研究发现, 父母婚姻冲突对儿童认知发展和情绪社会性发展均有重要影响, 而且父母婚姻冲突影响儿童发展存在复杂的作用机制(如中介机制和调节机制)。父母婚姻冲突对儿童发展的影响主要通过儿童认知-情绪过程和家庭过程来实现, 且这一影响会因多种儿童因素和环境因素的不同而不同。未来研究有必要同时考察父母婚姻冲突对儿童认知发展和情绪社会性发展的影响, 并进一步探究和整合多种作用机制, 为干预方案的制定提供有力支持。     

父母元情绪理念、情绪表达与儿童社会能力的关系

对341名学前儿童及其父母进行问卷调查, 考察父母元情绪理念、情绪表达与儿童社会能力的直接与间接关系。结果表明：(1) 父亲情绪教导对儿童社会能力有促进作用, 而情绪紊乱对儿童社会能力有阻碍作用; 父亲的积极情绪表达对儿童社会能力有促进作用, 消极情绪表达则有负向作用; 此外, 父亲情绪教导、情绪紊乱除了对儿童社会能力具有直接作用外, 还通过其情绪表达对儿童社会能力具有间接影响。(2) 母亲情绪教导对儿童社会能力具有积极作用, 而情绪紊乱则具有消极影响; 母亲积极情绪表达对儿童社会能力有促进作用, 而消极情绪表达对儿童社会能力无显著预测关系; 母亲情绪教导通过其积极情绪表达对儿童社会能力具有间接促进作用。     

培养学前儿童对数学学习的兴趣

本文作者通过研究如何培养学前儿童对数学学习的兴趣，阐述了学前儿童对数学学习的兴趣取决于成人的正确指引。     

Parent-Child Interaction Therapy for ADHD: A Conceptual Overview and Critical Literature Review

ABSTRACT

Attention-Deficit/Hyperactivity Disorder (ADHD), a chronic disorder beginning in childhood, is identifiable and diagnostically valid during the preschool years. Compared to school-aged children, preschoolers have not received as much attention in the literature. Parent-Child Interaction Therapy (PCIT) is an empirically-supported parent training program for young children with disruptive behaviors that may also be effective in treating ADHD. The purpose of the current article was to explore the theoretical rationale for utilizing PCIT with this population and to conduct a literature review of published PCIT treatment outcome studies that measured ADHD symptoms. The literature demonstrates that children with ADHD have been included in PCIT research and evidence suggests that PCIT may be effective for young children with ADHD. However, future research is needed to specifically examine the effects of PCIT on ADHD.     

Argument Structure,Argument Content,and Cognitive Change in Children's Peer Interaction

In this experimental study, the author examined whether children's conversations play a role in the processes of influence between peers. Children, aged 8 to 10 years, who were at different levels of moral development participated. The conversations of 120 children were coded and analyzed in terms of argument structure and content. Results indicated that the differences in structure between boys' and girls' arguments are stylistic and do not influence conversation outcomes. The children's use of the structural features of conversations suggested that when a more advanced position is adopted, the arguments themselves appear to inspire cognitive change. However, when a less advanced position is adopted, the children who influence their peers invoke a particular and insistent conversational style. Results are discussed in terms of transmission and constructivist accounts of the role of social interaction in cognitive development.     

2~5岁学前儿童数概念的发展水平及过程——理解者水平理论的视角

本研究从儿童数概念发展的理解者水平模型的理论视角,对100名2～5岁学前儿童的数概念发展水平进行划分,并比较不同水平儿童对后继函数的理解和掌握,探讨儿童数概念的发展过程。结果表明：儿童在4岁时基本达到了数概念发展的最高水平即基数原则水平,已经理解了后继函数,能够把它的方向性和单位性的变化,对应到数数序列的数词上。而2～3岁的儿童还处于子集水平,该水平的儿童和基数原则水平的儿童相比,对后继函数的理解存在差异。但后继函数的发展不是全或者无的,儿童积累的数词越多,后继函数发展得越好。     

Young children interpret number gestures differently than nonsymbolic sets

Researchers have long been interested in the origins of humans’ understanding of symbolic number, focusing primarily on how children learn the meanings of number words (e.g., “one”, “two”, etc.). However, recent evidence indicates that children learn the meanings of number gestures before learning number words. In the present set of experiments, we ask whether children's early knowledge of number gestures resembles their knowledge of nonsymbolic number. In four experiments, we show that preschool children (n = 139 in total; age M = 4.14 years, SD = 0.71, range = 2.75–6.20) do not view number gestures in the same the way that they view nonsymbolic representations of quantity (i.e., arrays of shapes), which opens the door for the possibility that young children view number gestures as symbolic, as adults and older children do. A video abstract of this article can be viewed at https://youtu.be/WtVziFN1yuI

Highlights

• Children were more accurate when enumerating briefly-presented number gestures than arrays of shapes, with a shallower decline in accuracy as quantities increased.
• We replicated this finding with arrays of shapes that were organized into neat, dice-like configurations (compared to the random configurations used in Experiment 1).
• The advantage in enumerating briefly-presented number gestures was evident before children had learned the cardinal principle.
• When gestures were digitally altered to pit handshape configuration against number of fingers extended, children overwhelmingly based their responses on handshape configuration.

     

中国家庭中的亲子互动行为与儿童行为抑制性的发展

本研究采用家庭录像的方法对53名中国4岁儿童在家庭自由游戏和拼图游戏小与父母的交往行为进行了观察,并在这些儿童7岁时任实验室里的行为抑制性进行了录像观察,从而考察了在家庭自然环境中的亲子互动行为与儿童行为抑制性发展之间的关系。结果发现：在以上家庭录像的两个情境中,随着年龄的变化,母亲的控制行为越多,儿童抑制倾向的发展速度越快,作抑制倾向发展得越慢;儿童顺从行为越多,儿童的非抑制倾向发展得越慢,抑制倾向发展得越快。父母之间的情感表达越亲密,父亲在身体上对儿童的积极情感越多,儿童的非抑制倾向发展得越快。     

幼儿在集合比较中运用数数的实验研究

本研究中运用了两个实验探讨数数干预和测查条件对儿童在集合比较中运用数数的影响。干预对3岁儿童(M=3：9)没有影响。在平均年龄为4岁4个月时．干预组儿童比控制组儿童更倾向于用数数比较集合．自然组儿童也比传统组更倾向于用数数。许多4岁儿童在无干预时不用数数可能是因为,1)不知数数比视觉性比较更有效,或2)他们在集合比较中的数数极易受测查情景因素的影响。儿童在集合比较中的数数运用与他们的数数水平密切关联。     

Mentoring Youth with Psychiatric Disorders: The Impact on Child and Parent Functioning

ABSTRACT

This study examined the effectiveness of a behavioral mentoring program aimed at serving youth with psychiatric disorders. Participants included 30 youth (8–12 years old) receiving services in a mentoring program for a mental health population and 30 wait-listed youth and their maternal caregivers. Participating in mentoring services was related to higher family functioning across a number of domains including child behavior, parenting stress, perceived parent social support, and perceived parent-child relationship quality. As predicted, parenting stress mediated the relationship between mentoring and children's externalizing behavior problems. Results suggest that mentoring services may be a useful adjunct service for highly stressed families with children with emotional and behavioral disorders.     

Number Use at Home by Children and Their Parents and Its Relationship to Early Mathematical Performance

The purpose of this research was to measure the frequency and variety of number activities occurring in the homes of pre-school and kindergarten children and to determine if there was a relationship between those activities and the children's mathematical performance. In two studies, parents were interviewed over the telephone and asked how often their child or they and their child had engaged in each of 33 number-related activities over the last week. Both studies found considerable variability in the frequency and type of number activities that children participated in at home. There was a positive correlation between the frequency of number activities that parents reported for their children and parental participation in the same activities. In addition, in study 2, parental reports of children's number activities at home were predictive of children's performance on a standardized test of early mathematical ability.