Relationship between Authoritative Parenting Style and Preschool Children’s Emotion Regulation:A Moderated Mediation Model

An authoritative parenting style has been shown to promote children’s emotion regulation in European-American family studies.However,little is known about how sleep problems and the child’s sibling status in Chinese families affect this relationship.Based on family system theory,this study attempts to better understand the relationship between authoritative parenting style and emotion regulation.Mothers of preschool children in Chinese kindergartens completed questionnaires about their children’s sleep habits,their authoritative parenting styles,and children’s emotion regulation.A total of 531 children participated in this study.Results showed that authoritative parenting was positively associated with emotional regulation.Sleep problems mediated the effects of authoritative parenting style on emotion regulation.The child’s sibling status moderated the mediating effects of sleep problems in authoritative parenting and emotion regulation relationships.Specifically,the relationship between the authoritative parenting style and sleep problems was significant for only children,while birth order had no significant influence on the authoritative parenting style and sleep problems in two-child families.These findings suggest that a lowauthoritative parenting style predicts low emotion regulation through sleep problems,and this depends on the child’s sibling status,indicating that children without siblings may impair emotion regulation due to increased sleep problems.

The Association between Home Literacy Environment and Children Literacy Outcomes: Fathers' involvement

Home Literacy Environment(HLE)is an important factor to influence children’s literacy abilities.The study was to look into previous studies on HLE and to propose the future direction on the relationship between fathers’involvement in HLE and children’s literacy outcomes.

Children’s Health, Parent-Child Activities, Using Digital Devices, and Social Competence: Serial Mediation

Background: Studies have pointed out the influence of different children’s activities and prolonged use of digital products on their social development. However, whether the parent-child activities and using digital devices were serial mediators of the relationship between children’s health and social development needs further verification. Purpose: This study explored how parent-child activities and children’s use of digital devices influence the relationship between children’s health and their social competence. Method: This study used data from Kids in Taiwan: National Longitudinal Study of Child Development and Care. A total sample of 2164 participants was used in this study. Serial mediation analyses were performed using model six of Hayes’ PROCESS (2012). Results: This study found that parent-child activities and the use of digital devices can serially mediate the relationship between children’s health and social competence. Children’s health could directly improve their social competence, but it could also serially mediate social competence by increasing parent-child activities and reducing the use of digital devices. Conclusion: Childcare policy planners and parenting educators should not only call on parents to reduce the use of electronic products for their children, but also encourage parents to spend more time interacting with their children, so that children can learn social skills by interacting with others in their daily lives.

Can ECE Classes Sustainably Empower Preschool Children’s Development?-A Longitudinal Study of the Role of ECE Classes in Children’s Learning and Development

Does enrolling children aged 0-3 in early childhood education(ECE)classes continuously empower their learning and development after entering kindergarten?Based on the tracking survey data of 664 children aged 3-6 in 2017 and 367 children aged 3-6 in 2018,this study uses Propensity Score Matching to analyze this issue.The findings reveal that children’s family socioeconomic status is a key factor influencing their participation in ECE classes.The baseline data show that participation in ECE classes does not significantly improve children’s learning and development.However,the follow-up data show that participation in ECE classes plays a significant negative role in motor development for children moving to their second year of kindergarten,but subsequently plays a positive role in language development,health,and safety for those entering their third year of kindergarten.Overall,participation in ECE classes plays no continuous positive role in children’s learning and development after they enter kindergarten.Based on these findings,it is suggested that parents should respect the natural laws of child development instead of blindly following the trend of attending ECE classes,and high-quality parental companionship is crucial.The Chinese government is supposed to implement policies such as“double reduction”to regulate ECE institutions that fail to operate in good faith.

父子打闹游戏质量对儿童社会能力的影响:儿童性别的调节作用

目的 探讨父子打闹游戏质量与学龄前期儿童社会能力的关系,以及儿童性别的调节效应。方法 采用父母游戏与照顾问卷(parental play and care questionnaire,PPCQ)、幼儿社会能力与行为评定量表(social competence and behavior evaluation,SCBE-30)、自编人口学问卷对3~6岁学龄前期儿童的801对父母,共1 602人进行调查。结果 相关分析表明,父子打闹游戏质量与儿童社会能力呈显著正相关(r=0.15,P<0.01)。儿童性别在父子打闹游戏质量与儿童社会能力之间的调节作用显著。父子打闹游戏质量对女孩社会能力的预测作用显著(β=0.26,P<0.001);父子打闹游戏质量并不能显著预测男孩的社会能力(β=0.06,P=0.16)。结论 儿童性别调节了父子打闹游戏质量对学龄前期儿童社会能力的影响。

High-throughput sequencing identifies salivary microbiota in Chinese caries-free preschool children with primary dentition

Objectives:The study aimed at identifying salivary microbiota in caries-free Chinese preschool children using highthroughput sequencing.Methods:Saliva samples were obtained from 35 caries-free preschool children(18 boys and 17 girls)with primary dentition,and 16 S ribosomal DNA(r DNA)V3–V4 hypervariable regions of the microorganisms were analyzed using Illumina MiSeq.Results:At 97%similarity level,all of these reads were clustered into 334 operational taxonomic units(OTUs).Among these,five phyla(Firmicutes,Proteobacteria,Actinobacteria,Bacteroidetes,and Candidate division TM7)and13 genera(Streptococcus,Rothia,Granulicatella,Prevotella,Enterobacter,Veillonella,Neisseria,Staphylococcus,Janthinobacterium,Pseudomonas,Brevundimonas,Devosia,and Gemella)were the most dominant,constituting 99.4%and 89.9%of the salivary microbiota,respectively.The core salivary microbiome comprised nine genera(Actinomyces,Capnocytophaga,Gemella,Granulicatella,Lachnoanaerobaculum,Neisseria,Porphyromonas,Rothia,and Streptococcus).Analysis of microbial diversity and community structure revealed a similar pattern between male and female subjects.The difference in microbial community composition between them was mainly attributed to Neisseria(P=0.023).Furthermore,functional prediction revealed that the most abundant genes were related to amino acid transport and metabolism.Conclusions:Our results revealed the diversity and composition of salivary microbiota in caries-free preschool children,with little difference between male and female subjects.Identity of the core microbiome,coupled with prediction of gene function,deepens our understanding of oral microbiota in cariesfree populations and provides basic information for associating salivary microecology and oral health.

母亲抑郁和惩罚对儿童早期问题行为的影响及父亲的保护作用

儿童早期是母亲消极情绪和行为的易感期,母亲抑郁和消极的教养行为可能导致儿童早期多方面的发展问题,而父亲的积极教养则可能对孩子的健康发展起到保护作用。本研究以184名学前儿童的父亲和母亲为被试,考察母亲抑郁情绪和惩罚行为对儿童问题行为的影响及作用机制,以及父亲积极鼓励在其中的调节作用。结果发现:(1)母亲抑郁显著预测儿童的内向问题行为,母亲惩罚显著预测内向和外向问题行为;(2)母亲抑郁完全通过其惩罚行为影响儿童的外向问题行为,部分通过惩罚影响儿童的内向问题行为;(3)父亲积极鼓励显著调节母亲抑郁对外向问题行为的影响,边缘显著调节母亲抑郁对内向问题行为的影响;父亲积极鼓励对母亲惩罚与内、外向问题行为之间的关系的调节不显著,表明积极的父亲鼓励可以缓冲母亲抑郁对儿童问题行为的影响。

建构回归儿童生活的学前课程

儿童的生活具有发展性、游戏性、整体性和自然性等特征。当前的学前课程在课程目标、课程内容、课程实施和课程评价等方面都疏离了儿童的生活。构建回归儿童生活的学前课程,课程目标要满足儿童现实生活需要,建构儿童的可能生活;课程内容要贴近儿童的生活经验;在课程实施中要还原游戏的应有之义;课程评价中要建立儿童生活的参照系。

幼儿幽默感结构和发展特点

采用开放式问卷、个案观察和理论推导相结合的方法，自编3～5岁幼儿幽默感教师评定问卷，通过因素分析研究3～5岁幼儿幽默感的结构。结果表明：3～5岁幼儿幽默感包括幽默理解、幽默应对和幽默创造三个维度；所编制的3～5岁幼儿幽默感教师评定问卷具有较高的信度和效度；3～5岁幼儿幽默感随年龄增长逐渐上升，且存在显著的性别差异。

学龄前儿童行为问题及影响因素分析

目的对学龄前儿童的行为问题及影响因素进行调查分析，促进其健康发展，以减少注意缺陷多动障碍的发病率。方法对无锡市604名学龄前儿童进行家庭问卷和Conners父母问卷调查分析。结果学龄前儿童行为问题检出率为23．01％，其中多动冲动因子检出率为8．11％；父亲文化程度、母亲文化程度、和父亲相处时间及家庭类型与其行为问题的发生经比较差异有统计学意义（x2分别为12．251、13．118、4．906、4．827，均P〈0．05）；性别、和父亲相处时间、家庭类型是多动冲动行为发生的危险因素（x2分别为4．005、4．895、4．096，均P〈0．05）。结论学龄前儿童行为问题的发生是生理特点、家庭环境、社会经济等多种因素相互作用的结果，因此应采取科学的教育方式降低儿童行为问题的发生率。

2019-2020年中山市学龄前儿童营养摄入情况调查及营养不良危险因素分析

目的了解2019—2020年中山市学龄前儿童营养摄入情况,分析其营养不良可能的危险因素。方法采取分层整群抽样方法抽取中山市东区、石岐区、南区及西区4个城区共2000名学龄前儿童,调查3~6岁儿童睡眠、运动、饮食习惯、营养摄入情况,采用多因素logistic回归分析其营养不良的相关危险因素。结果中山市4个城区3~6岁学龄前儿童营养不良发生率为7.95%。营养不良儿童相关危险因素单因素分析结果显示,饮食习惯、运动习惯、现就读学校等级、家庭收入情况及居住社区环境组间差异有统计学意义(P<0.05)。非条件logistic回归分析显示,饮食习惯中不喜欢吃肉鱼虾类、家庭收入低及居住社区环境差为儿童营养不良的独立危险因素(P<0.05)。结论缺乏动物蛋白摄入、家庭收入低及居住环境差是导致儿童营养不良发生的独立危险因素,在今后的儿童营养保健中加强针对性管理措施。

父亲卷入与学龄前儿童自我控制的关系

目的考察学龄前儿童的父亲卷入现状及其与幼儿自我控制的关系。方法方便选取500名学龄前儿童,采用父亲卷入量表和母亲参与教养问卷测查父亲和母亲在幼儿成长中的参与程度,采用幼儿自我控制发展水平教师评定问卷测查幼儿的自我控制水平。结果 (1)学龄前儿童的父亲卷入程度普遍较高。(2)受教育程度高的父亲在活动玩耍、陪伴照顾、支持母亲的得分及父亲卷入总分上高于受教育程度低的父亲。(3)在控制了母亲参与教养得分后,父亲卷入程度能显著正向预测女童的自觉性、坚持性、自制力、延迟满足的得分及总体自我控制水平。结论学龄前儿童的父亲卷入程度普遍较高,父亲的积极卷入能提高女童的自我控制水平。

学前儿童修辞性语言的出现与培养

修辞性语言代表语言运用的高位水平,修辞的运用有利于儿童认知、情感及审美的发展,并能为其社会性发展创造更为有利的情境,应将之作为儿童语言教育目标的重要组成部分。学前儿童已经能够运用真正的修辞性语言,为促进其修辞能力的发展,教师应做到顺应儿童修辞天赋与提供适当刺激的统一,引导儿童分析语言外在形式与感受内在意蕴的统一,鼓励儿童自由使用语言与培养其"择语"意识的统一。

中华儿童教育社简史(1926-1950)——儿童教育研究与发展中心的炼成

中华儿童教育社是民国时期重要的教育学术团体之一,从南京城内一幼稚教育研究会逐渐发展而来,主要得益于陈鹤琴等人的见识与努力。该社通过发行专门杂志和丛书、举办学术年会等方式,成为了当时儿童教育研究与推动的中心,促进了儿童教育事业的发展。这一学术团体的业绩证明了组织的力量。

生态观视角下黎族文化在幼儿园艺术领域课程开发利用中的研究

近年来随着经济迅速发展,黎族文化的传承与发扬也迎来了前所未有的挑战。文章以生态观为视角,选择符合幼儿年龄特点和学习特征的黎族文化元素开发幼儿园艺术领域的课程。在艺术领域课程开发的过程中,试图关注各领域之间的相互融合与渗透,但在实践中存在着对其内涵认识不足、重形式轻发展、忽视生态教育和生活教育等问题。该课程在开发利用中应考虑领域之间的生态关系,加强教师培训的针对性,并运用多种渠道搜集黎族地区文化资源,使生态教育活动开展具有适宜性。

学龄前儿童外伤性眼内炎68例分析

目的 探讨学龄前儿童外伤性眼内炎的特点及治疗方法。方法 回顾性分析 68例 (68眼 ) 3～ 7岁外伤性眼内炎的临床资料。结果 68例眼内感染最终全部得到控制 ,56眼视力有不同程度的提高 ,3 3眼矫正视力在 0 1以上 ,其中 11眼在 0 5以上 ,经弱视治疗和视功能训练 ,有 2 0例获立体视觉。结论 学龄前儿童眼内炎预后较差 ,早期进行玻璃体切除是有效的治疗方法。弱视治疗有利于视力进一步提高 。

美术教育中幼儿创造力的培养

幼儿美术创造力是幼儿感受美、创造美的能力,是基于兴趣的更高层次创造性思维的审美体现,兴趣和思维进展水平是对美术教育中幼儿创造力发展的评判标准。因此,培养幼儿美术创造力的基本途径应当包括依据幼儿年龄和个性特点针对性的采用合理的教学方法和手段,利用不同绘画形式激发幼儿创造性思维以及对幼儿进行情感教育来激发他们的创造灵感等教育方法。

具身认知视域下民族地区幼儿语言教育的实践研究

具身认知强调身体对人认知发展的重要性,认为人的发展是心智、大脑、身体与环境交互作用的结果。研究表明民族地区幼儿语言受多元的自然人文因素影响,在语言学习中具身认知倾向明显。故围绕现代幼儿园语言教育要求,结合民族地区幼儿园语言发展及认知特点,以具身认知理论为指导,从民族地区语言、环境、文化和认知四个维度进行课例设计与实践。透过课例分析出民族地区幼儿语言认知的逻辑,提出了民族地区幼儿语言教学需强调具身性、先验性的教学改革建议与对策。

学前教育专业儿歌弹唱的现状与教学探讨

为了让学前教育专业的学生很好地掌握专业技能课,以儿歌弹唱为例,在课程设置的过程中,进行改革和优化教学内容,更新教学手段以培养学生的弹唱能力。

基于儿童敏感期的公共图书馆儿童服务研究

儿童敏感期是儿童在成长发育过程中所出现的一种本能感觉。1-6岁的学龄前儿童主要有语言敏感期、阅读敏感期以及社会规范敏感期。公共图书馆应针对儿童阅读敏感期,提供专业阅读服务,培养儿童阅读习惯;针对儿童语言敏感期,积极开展幼儿活动,促进幼儿的语言发展;针对儿童社会规范敏感期,提供更多机会,帮助幼儿形成正确的社会规范。