北京市907名学龄前儿童家长营养知信行现况研究

目的:调查评价北京市学龄前儿童家长营养知信行(KAP)水平,为幼儿园建立科学有效的营养教育模式提供依据和参考。方法:采用整群随机抽样方法选取北京市4所一级一类幼儿园共907名家长,采用问卷的方式开展营养KAP现况调查。结果:家庭收入、学历、职业、培训对家长的营养知信行水平影响显著(P<0.05)。家长营养知识得分的及格率为86.87%,对营养知识的掌握程度不同,知识结构需要完善。营养教育培训显著影响家长的营养知识和行为(P<0.05),但对家长营养态度的影响不明显(P>0.05)。家长的营养知、信、行三者之间相关性都不强,不具一致性。90%以上的幼儿家长对于营养教育持积极态度,希望自己和幼儿接受营养教育,同时也希望幼儿园和国家积极开展营养教育及儿童营养保障工作。     

一起由巴氏杀菌乳污染引起的济南市多家幼儿园食源性疾病暴发事件的流行病学分析

目的 对一起涉及济南市多家幼儿园食源性疾病暴发事件的发生原因和可疑危险因素进行分析,为加强学校食源性疾病防控提供依据.方法 采用现场流行病学的方法,对病例进行调查,运用描述性流行病学方法、队列研究方法对暴发事件数据和各因素进行分析.结果 事件涉及济南市4个区11家幼儿园195名儿童,罹患率17.06％,年龄范围为3～6...     

Children's early interest-based activities in the home and subsequent information contributions and pursuits in kindergarten.

This study examined the early interests of 109 children and their subsequent information contributions and pursuits in kindergarten. Four groups of children with similar interests were identified on the basis of the children's profiles of activities in the home, tracked bimonthly for over a year. Activity patterns reflected conceptual, social, procedural, or creative interests. The role of early interests in understanding academic engagement was investigated, with gender, cognitive skill, and temperament statistically controlled. Observational data from throughout the school year revealed differences in the types of information that children contributed to discussions and pursued in class related to children's early interests. Findings enrich understanding of young children's academic behaviors and extend theoretical models of academic self-instruction behaviors such as information exchanges and pursuits in classrooms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

In this study, the authors examined the extent to which children’s self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children’s adaptive classroom behavior. Children’s self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children’s adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children’s cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children’s engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children’s self-regulation upon school entry in a direct assessment related to teachers’ report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers’ effective classroom management, was linked to children’s greater behavioral and cognitive self-control, children’s higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children’s self-regulation upon school entry and children’s adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children’s early development of behavioral skills that are important in school settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples.

This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K) databases, and by focusing on potential differences in patterns of early predictors of later reading and math trajectories for African American versus Caucasian students. Predictor measures were selected at kindergarten, and the outcomes included standardized reading and math scores obtained from Grades 1, 3, 5, and 9 for the SECCYD sample, and Grades 3, 5, and 8 for the ECLS-K sample. Consistent with Duncan et al.'s findings, results reflect the relative contributions of early reading and math skills to later functioning in these respective academic domains for both samples, and there are indications for the importance of early expressive language skills to both reading and math in the SECCYD sample. Findings related to the power of social-behavioral predictors, however, are not consistent across samples. Although the SECCYD sample evidenced no such predictors, several interactions in the ECLS-K sample suggested the moderating effects of early ratings of aggressive behaviors and internalizing behaviors on later reading and math for African American students. The moderating effects of early teacher ratings of attention and internalizing behaviors for African American students as compared with Caucasian students in later math growth also were noted. The importance of early social-behavioral functions as related to later academic skills remains an important area of inquiry. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children From Low-Income Families.

The authors examined predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Teachers rated target children's expected competence in literacy and math and completed questions about their perceptions of congruence-dissonance between themselves and the child's parents regarding education-related values. Independent examiners assessed children's literacy and math skills. Teachers' instructional styles were observed and rated along dimensions of curriculum-centered and student-centered practices. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. These patterns were stronger for teachers who exhibited curriculum-centered, rather than student-centered, practices. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children’s Parks in Lisbon’s urban spaces: a childhood education and assistance programme during the Portuguese dictatorial regime (1933–1974)

This article deals with how a female member of the elite from the period of the Portuguese dictatorial regime (1933–1974) used Lisbon’s gardens to implement a free childhood education and assistance programme for poor children – the Children’s Parks programme. The Children’s Parks were located in some of Lisbon’s most attractive gardens, housed in pavilions that were directly connected to outdoor spaces. These spaces responded to the educational purposes of the programme, based on the importance of leisure and play activities in outdoor spaces and linked to children’s moral, social, and physical development. In considering the living conditions experienced by children within the context of the Portuguese dictatorship, and by highlighting the way in which these were reflected at the level of architecture and the urban space, the paper seeks to contribute towards an understanding of the place of the child in the history of architecture and urbanism. Besides reflecting the social and educational identity of the project, the urban and architectural settings of the programme were crucial for its success. The interpretation of this case provides a basis for reflecting on the historical and current significance of children’s spaces, and for examining a number of social, educational, architectural, and urban questions.     

幼儿园儿童餐具设计安全性思考

目的给幼儿园儿童餐饮安全环境提供合理性建议。方法以幼儿园儿童餐具现状分析为主线,结合儿童的生理与心理特点,思考幼儿园儿童餐具安全性设计原则,分析幼儿园儿童餐具中所存在的安全隐患。结论结合相关安全性理论,能在最大程度上改进目前所存在的问题,最终保障儿童在幼儿园场所能够更好地学习和生活。     

幼儿园装饰设计思考

作为幼儿的启蒙教育场所,幼儿园的环境对幼儿的身心健康成长影响重大.文章分析了幼儿园场所的特定性,幼儿园装饰中需要注意的事项,提出了幼儿园装饰要促进幼儿身心健康成长的观点.     

Masculinity, identification, and father-son relationships.

2 groups of kindergarten boys were selected on the basis of high and low scores on a test of sex-typing of interests. Ss were exposed to a doll-play situation and were asked to complete 9 stories involving parent-child relationships. 3 theories of identification were tested, viz., psychoanalytic (defensive identification with a punitive aggressor), developmental (movement towards a nurturing figure), and role-playing (identification as a result of intense interaction with a figure). To some extent, all 3 theoretical formulations were supported, with masculine identification most significantly related to intensity of the father-son relationship. 15 refs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)