The Intergenerational Family Roles of Aged Black Americans

No abstract available for this article.     

Relational Aggression, Relational Victimization, and Language Development in Preschoolers

We investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher‐socioeconomic status (SES) children were more relationally aggressive and victimized than lower‐SES children. Neither gender nor SES conclusively moderated the relation between language and relational aggression, though some findings suggest the possibility of stronger relations among boys and lower‐SES children. Teachers agreed on ratings of relational aggression and relational victimization to a moderate extent.     

家庭功能与小班幼儿亲社会行为的关系：安全型依恋的中介作用和性别的调节作用

基于 McMaster 家庭功能模式理论和依恋理论,选取 392 名小班幼儿为被试,通过问卷调查探讨家庭功能与小班幼儿亲社会行为的关系,并检验安全型依恋的中介效应和性别的调节效应。结果显示,家庭功能、亲社会行为、安全型依恋两两之间均呈现显著的正相关。安全型依恋在家庭功能与小班幼儿亲社会行为的关系中起着部分中介作用。性别显著调节家庭功能与亲社会行为之间的关系。具体而言,家庭功能显著正向影响女性幼儿的亲社会行为,但对男性幼儿亲社会行为的影响并不显著。     

具身认知视阈下幼儿性别认知障碍：归因探析、内在机理和消解路径

幼儿时期是个体发展良好的性别认知能力的起始阶段与关键时期。幼儿性别认知障碍具体表现为异性化模仿倾向、分裂情绪性困扰及跨性别类型化活动,原因包括个体先天生理机能反应、负性创伤事件的应激机制、重要他人的角色期待和社会性别文化的角色定型。为了矫正幼儿性别认知障碍,基于具身认知的视角现代教育可以从三个方面做出努力：在身心交融的教育理念下培养正确的性别意识;在体感交互的游戏活动中指导性别角色行为;在具身互动的学习环境下建构性别认同意义。     

“学前儿童卫生保健”精品资源共享课建设：思路、措施与展望

精品资源共享课是高等学校优质的课程资源，是提升高校教育质量的重要抓手。以学前教育专业的“学前儿童卫生保健”精品资源共享课作为研究对象，从吃透上位文件精神、明确课程性质、论证制定课程建设方案等三个方面梳理了课程建设思路，并据此开展精选课程内容，多样化呈现课程内容，完善立体化教材建设，推进协同建课等课程建设措施，最后指出还需要从扩大课程受众范围、加快课程资源更新完善速度、完善课程学习支持系统建设等方面提升当前的精品资源共享课，旨在为类似课程建设提供借鉴     

Preschoolers prefer in‐group to out‐group members,but equally condemn their immoral acts

Previous research has shown that young children robustly display in‐group favoritism; that is, they favor in‐group over out‐group members. Moreover, preschoolers also consider information on morality in their evaluations of others. In the present study, we integrated both aspects: In particular, fifty‐six 4‐ to 6‐year‐old preschoolers were assigned to minimal groups and observed either prosocial or antisocial acts conducted by either an in‐group or an out‐group member. After observing these behaviors, children's liking and sharing were significantly higher for moral compared to immoral actors. In addition, children's liking and sharing were substantially higher for in‐group compared to out‐group actors. However, when children were directly asked to morally evaluate the actor's conduct, no in‐group favoritism emerged: In particular, children evaluated immoral acts conducted by an in‐group or an out‐group agent as equally bad/wrong and similarly claimed that these acts deserve punishment. These findings demonstrate that preschoolers differentially weigh information on group membership and moral valence depending on the type of evaluation, namely sharing and liking versus explicit moral evaluations of others’ conduct.     

Demographics, Parenting, and Theory of Mind in Preschool Children

This research examined associations among demographic variables, parenting strategies, and a theory of mind battery including measures of perception, desire, belief, and emotion understanding in 142 preschool‐aged children. In correlational analyses, maternal education and, to a lesser extent, income were associated with a number of aspects of theory of mind. Additionally, mothers’ use of instruction in response to child misbehavior was positively associated with perception and desire understanding whereas mothers’ use of consequences and power assertion were negatively associated with aspects of theory of mind. In regression analyses controlling for children's cognitive ability and age, maternal education continued to be positively associated with perception understanding. Power assertion was negatively associated with belief understanding, but positively associated with emotion understanding. Finally, mothers’ use of consequences in response to child misbehaviors was negatively related to emotion understanding.     

Some Gestures Develop in Conjunction with Spoken Language Development and Others Don't: Evidence from Bilingual Preschoolers

In past studies, different kinds of gestures have shown different developmental trajectories, with iconic gestures being acquired after words and other gestures before. Similarly, when speech is missing or weak, iconic gestures are rarely used in compensation. These results suggest that iconic gestures are less independent of speech than other kinds of gestures. The present study tested this idea in French-English bilingual children who showed unequal proficiency in their two languages. Eight children between the ages of 3;6 and 4;11 were videotaped in two separate free-play sessions, one in each language. Their use of gestures was coded. The results showed that the children used a higher rate of iconics in their more proficient language but the use of other kinds of gestures did not differ by proficiency. These results suggest that the relationship between iconic gestures and speech is closer than that of other kinds of gestures with speech and cannot therefore be used in the preschool years as a compensatory strategy for weak proficiency.     

Emotion Knowledge,Loneliness, Negative Social Experiences,and Internalizing Symptoms Among Low‐income Preschoolers

Children with poor emotion knowledge (EK) skills are at risk for externalizing problems; less is known about early internalizing behavior. We examined multiple facets of EK and social‐emotional experiences relevant for internalizing difficulties, including loneliness, victimization, and peer rejection, in Head Start preschoolers (N = 134; M = 60 months). Results based on multiple informants suggest that facets of EK are differentially related to negative social‐emotional experiences and internalizing behavior and that sex plays a moderating role. Behavioral EK was associated with self‐reported loneliness, victimization/rejection, and parent‐reported internalizing symptoms. Emotion recognition and expressive EK were related to self‐reported loneliness, and emotion situation knowledge was related to parent‐reported internalizing symptoms and negative peer nominations. Sex moderated many of these associations, suggesting that EK may operate differently for girls vs. boys in the preschool social context. Results are discussed with regard to the role of EK for social development and intervention implications.     

Bridging the Intergenerational Gap: Reflections for the Field

In this paper, the authors describe the first year of a project and the process undertaken to implement intergenerational (IG) programs in two sites: a continuing care retirement community and an early care and education center, which are located geographically close to one another in a small Midwestern town in the United States. The authors discuss the application and results based on the management framework for IG programming articulated by Jarrot and colleagues (2006) and its utility for planning and implementing IG programming in both sites. Reflections about the planning and implementation and outcomes of IG programs are also included.