幼儿同伴侵害评定问卷的编制

根据以往文献资料和已有问卷,结合开放式访谈所获得的资料,编制了适用于幼儿阶段的同伴侵害问卷。通过个别施测对575名3岁一5岁儿童进行了测查,对调查数据进行探索性因素分析和验证性因素分析。探索性因素分析结果表明,幼儿同伴侵害包括身体侵害和言语关系侵害两个方面。验证性因素分析表明,二因素模型较好地拟合了观测数据,自编的幼儿...     

幼儿好奇心基本结构的研究

好奇心作为幼儿性格特点和刨造性人格的特征，其本身的认知性与情感性的结合已经成为教学活动中具有动机力量的因素。本研究通过自编的《幼儿好奇心发展教师问卷》，对全国7个省市4394名3～5岁的幼儿进行调查，在此基础上进行了探索性与验证性因素分析，结果表明，幼儿好奇心主要由敏感、观察、兴趣、探索、提问、解决问题、幻想与专注等8个因素组成。     

3～5岁幼儿主观幸福感的结构及其发展特点

本研究选取204名幼儿为被试,对幼儿主观幸福感进行探索性因素分析和验证性因素分析,同时运用方差分析等方法对幼儿主观幸福感的发展特点进行探讨,结果表明3～5岁幼儿主观幸福感的结构由情感体验、幼儿园生活满意度和家庭生活满意度3个维度组成;自编《3 ～5岁幼儿主观幸福感问卷》具有理想的信度和效度,可以作为评定3～5岁幼儿主观幸福感的有效工具;3～5岁幼儿主观幸福感具有显著的年龄差异.为提高幼儿的主观幸福感,成人应努力培养幼儿的积极情绪,消除其不良情绪,提高幼儿园生活质量,建立和谐美满的家庭环境,同时注重针对4岁幼儿主观幸福感的教育.     

幼儿同伴侵害问卷的编制

根据以往文献资料,结合开放式访谈所得资料,研究者编制了适用于幼儿阶段的同伴侵害问卷.通过个别施测对575名3～5岁儿童进行了测查,对调查数据进行探索性因素分析和验证性因素分析.探索性因素分析表明,幼儿同伴侵害包括身体侵害、言语关系侵害和财物侵害三个方面.验证性因素分析表明,三因素模型较好地拟合了观测数据,自编的幼儿同伴侵害问卷的信度、效度均达到了心理测量学的要求.     

3～5岁幼儿审美能力发展及培养的实验研究

审美人格在创造性人格中占据了极其重要的地位,审美能力的发展及培养直接影响幼儿人格的早期发展,对其创造性具有不可忽视的影响。因此,对幼儿审美能力的探究将会促进个体创造力的全面发展。本研究采用问卷法和现场实验法探讨了3~5岁幼儿审美能力的发展特点、关键期和性别差异及培养方法。研究结果表明:(1)3~5岁幼儿审美能力发展随年龄发展而发展,4岁为审美能力发展的敏感期;(2)运用奥尔夫音乐教学法对幼儿审美能力发展具有促进作用。     

关于3岁-6岁幼儿责任感家长问卷的编制

本研究在对文献分析、幼儿观察、家长及教师访谈、专家审查的基础上,编制了3岁-6岁幼儿责任感家长问卷。运用编制的问卷对1155名3岁-6岁幼儿进行测验,使用SPSS19．0软件对测验数据进行项目分析、探索性因素分析以及信度效度分析。结果表明：幼儿责任感包括四个维度,即对自己的责任、对同伴的责任、对家庭的责任、对社会的责任...     

4-5岁幼儿社会技能发展的追踪研究

本研究使用社会技能提升系统(Social Skills Improvement System)(以下简称SSIS)教师评定问卷对广东省42所幼儿园、397位4-5岁幼儿社会技能进行为期一年的追踪研究,以探讨4-5岁幼儿社会技能的发展。结果表明:4-5岁幼儿社会技能整体处于中等水平且存在性别差异,女童优于男童;幼儿社会技能随幼儿年龄的增长逐步发展。研究进一步提出了提升4-5岁幼儿社会技能的建议:重视对社会技能低下幼儿的筛查,为幼儿社会技能的发展创设良好的支持环境。     

军校学员创新心理素质的影响因素研究

创新心理素质是军校学员在21世纪保持良好战斗力的一个重要因素,它包括3个因素,即创造性智力、创造性人格和创造性动机。我们通过自编问卷,分析影响军校学员创新心理素质的因素。研究发现,对军校学员来说,创造性智力对创新心理素质的影响比创造性人格要大些,而创造性智力与创造性动机之间的差异不显著。     

3-6岁幼儿问题行为与其学习品质的关系

研究对沈阳市三所普通幼儿园355名3-6岁幼儿问题行为与其学习品质发展的关系进行了探究。采用已有的学习品质教师评定问卷和Conners儿童行为教师评定量表(TRS)进行了调查。研究结果表明:(1)4-5岁是幼儿学习品质发展的关键期,幼儿学习品质的发展不存在显著的性别差异。(2)幼儿问题行为随年龄增长而增多且有显著的性别差异,即男孩问题行为多于女孩。(3)幼儿问题行为中不注意-被动和多动指数因子与学习品质呈显著负相关,其不注意-被动对幼儿的学习品质有负向预测作用。     

3-6岁“独二代”幼儿社会性发展特点初探——以徐州市区幼儿为例

通过对徐州市区196名在园幼儿的家长发放了问卷分析发现:3-6岁"独二代幼儿"社会性发展水平整体较好,3-4岁、5-6岁是"独二代幼儿"社会性快速发展的时期,4-5岁社会性发展相对较为平缓。3-6岁"独二代幼儿"意志和独立性分数较低,意志薄弱和独立性差仍然是目前幼儿普遍存在的问题,但是"独二代幼儿"并不像有学者预测的比会独一代发生更多的社会性问题,无侵犯性、依恋家人、同情和助人得分较高,而生活习惯、情绪稳定性、自我概念、自尊心等方面也在3-4岁、5-6岁时期快速得到快速方面。     

小学高年级留守儿童创造性思维与创造性人格的调查与分析

选取254名小学五、六年级学生为被试,采用创造性思维、创造性人格测验,考察了留守儿童与非留守儿童在创造性思维、创造性人格上的差异,结果发现：留守儿童与非留守儿童的创造性思维、创造性人格得分差异不显著;在创造性思维总分及流畅性、独创性维度上,被试类别与年级的交互作用显著;对创造性思维总分而言,还存在着性别与年级的显著交互作用;在创造性人格的好奇性维度上,六年级儿童显著高于五年级儿童;留守儿童创造性人格对于其创造性思维有着显著的影响,其中的挑战性、想象性、冒险性与创造性思维的相关较高。     

Primary Children's Understanding of Early Modern Artists' Concepts

This paper reports on the first three weeks of a piece of classroom action research that took place over a period of eight weeks. It involved three primary classes: 5 year olds, 7/8 year olds and 11 year olds. The research was carried out in two contrasting settings: inner city Toxteth, Liverpool, with two classes of 5 and 11 year olds, and a leafy suburban setting in Cheshire, with one class of 7/8 year olds. The research sought answers to the following questions: Can young children understand some aspects of the concepts that inform modern art? Could that understanding be used to bring about cognitive development in their artwork? How are the developmental differences between 5, 7/8, and 11 year olds demonstrated? Do inner-city children perform less well than suburban children in art? Could each child's learning be assessed in art? For reasons of brevity this paper gives evidence of the 5 and 11 year old children's work and reports on the 7/8 year olds response in the conclusion.     

Development of Creativity Through Performing Arts

Experiments carried out by two kindergarten teachers who made use of performing arts as an educational medium demonstrated their value in developing personality. In the first, the imagination of a group of 25 children aged six was stirred by plays performed for them in kindergarten. The children were given free access to the props to play with. The second experiment was carried out with a group of 20 five‐ to six‐year‐olds, and examined the influence of music on the children's artistic expression. Results showed that there was a substantial increase in the ability to fantasize among the group of six‐year‐olds. The effect of the music was expressed in art—the children who had heard music drew more colourful and detailed objects.     

Why Can People Jump Higher on the Moon? A study of what children learned from Corners,a children's television programme

At the request of the production team, a study was carried out on the BBC children's general knowledge programme, Corners, in order to test how suitable and enjoyable the programme was for its intended audience (five to seven year olds). Three age groups of children (six, seven and 11 year olds) were tested on memory and liking for one episode of the programme. Eleven year olds were significantly better at remembering the programme than the younger age groups. But there was also an unexpectedly large significant difference between seven and six year olds. Six year olds found particular difficulty in answering questions based on large numbers. The programme was most popular with seven year olds and least popular with 11 year olds. Popularity of individual items was not associated with superior recall. Results are discussed in terms of their usefulness in guiding production decisions for the next series of Corners, and also in terms of possible developmental factors which could account for the age differences     

The Development of Occupational Sex‐role Stereotypes,Occupational Preferences and Academic Subject Preferences in Children at Ages 8, 12 and 16

This paper reports data from a questionnaire‐based UK study aimed at examining occupational sex‐role stereotypes and occupational preferences of male and female pupils at three ages. Data were collected from 594 children in total (108 8‐year‐olds, 307 12‐year‐olds and 177 16‐year‐olds) who responded to questions that asked for their views on who (males, females or both) should perform certain occupations and how much they would like to have each of the occupations as their career. The children were also asked to indicate their favourite school subject. Analysis indicated that the youngest age group held significantly more stereotyped views regarding who should perform certain jobs than the older children and that, generally, boys sex‐typed appropriateness of occupations to a significantly greater degree than girls, although this difference was not significant in the youngest age group. Furthermore, analysis of the occupational preference ratings revealed significant differences between male and female subjects for many occupations, with higher ratings generally being awarded to stereo‐typically gender‐appropriate careers. Significant differences between the three age groups were also observed in the preference ratings for many occupations, with a tendency for the majority of occupations to be perceived less favourably with increasing age of respondent. Finally, school subject preferences were considered. No consistent or stable pattern of preference emerged for males and females across age‐groups, confirming recent suggestions that gender stereotyping of school subjects is weakening.     

Primary School Children's Understanding of Severe Learning Difficulties

This paper reports two studies in which non‐handicapped (NH) children (7‐ and 11‐year‐olds) were interviewed about their understanding of severe learning difficulties (SLD). The NH children, 19 7‐year‐olds and 32 11‐year‐olds, had been involved in a year of fortnightly or weekly (respectively) link sessions with children with SLD. The NH children's understanding of SLD can be interpreted in terms of three conceptual changes, identified by Katz (1982) and Aboud (1988), occurring during the primary school years. These changes are: a shift in focus from concrete to abstract characteristics of children with SLD; increasing recognition of intra‐SLD group differences and inter (mainstream‐SLD) group similarities; and acknowledgement of the irrevocability of the key cues of SLD. These changes are discussed in the broader context of the development of social cognition.     

Developmental Changes in Executive Functioning

Although early studies of executive functioning in children supported Miyake et al.'s (2000) three‐factor model, more recent findings supported a variety of undifferentiated or two‐factor structures. Using a cohort‐sequential design, this study examined whether there were age‐related differences in the structure of executive functioning among 6‐ to 15‐year‐olds (N = 688). Children were tested annually on tasks designed to measure updating and working memory, inhibition, and switch efficiency. There was substantial task‐based variation in developmental patterns on the various tasks. Confirmatory factor analyses and tests for longitudinal factorial invariance showed that data from the 5‐ to 13‐year‐olds conformed to a two‐factor structure. For the 15‐year‐olds, a well‐separated three‐factor structure was found.     

Who's the Boss? Concepts of Social Power Across Development

Power differences are observed in children's early relationships, yet little is known about how children conceptualize social power. Study 1 recruited adults (n = 35) to assess the validity of a series of vignettes to measure five dimensions of social power. Using these vignettes, Study 2 (149 three‐ to nine‐year‐olds, 42 adults) and Study 3 (86 three‐ to nine‐year‐olds, 22 adults) showed that children visiting a science museum at a middle class university town are sensitive to several dimensions of social power from a young age; however, an adult‐like breadth of power concepts does not develop until 7–9 years. Children understand social power whether the powerful character is malevolent or benevolent, though malevolent power is easier to detect for children and adults.     

创造性人才的成长规律和培养模式

拔尖创新人才的成长由自我探索期、集中训练期、才华展露与领域定向期、创造期、创造后期五个阶段构成;早期促进经验、研究指引和支持、关键发展阶段是指引这五个阶段的三种主要影响因素;创造性思维、创造性人格和创造性社会背景是三种重要的创造性素质;营造创造性环境、实施创造性教育、培养创造性能力、塑造创造性人格是创造性人才培养的重要途径;活动课程培养模式、课堂教学创新模式、高校与中学联合培养模式是三种有效的创造性人才培养模式。