2024-03-28T13:49:49Z
http://digitalcommons.unl.edu/do/oai/
oai:digitalcommons.unl.edu:famconfacpub-1000
2005-12-19T22:51:05Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Children’s Play in Cross-Cultural Perspective: A New Look at the Six Cultures Study
Edwards, Carolyn P.
A qualitative and quantitative reanalysis of the Six Cultures data on children’s play, collected in the 1950s, was performed to revisit worlds of childhood during a time when sample communities were more isolated from mass markets and media than they are today. A count was performed of children aged 3 to 10 in each community sample scored as engaging in creative-constructive play, fantasy play, role play, and games with rules. Children from Nyansongo and Khalapur scored lowest overall, those from Tarong and Juxtlahuaca scored intermediate, and those from Taira and Orchard Town scored highest. Cultural norms and opportunities determined how the kinds of play were stimulated by the physical and social environments (e.g., whether adults encouraged work versus play, whether children had freedom for exploration and motivation to practice adult roles through play, and whether the environment provided easy access to models and materials for creative and constructive play).
2005-10-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/1
https://digitalcommons.unl.edu/context/famconfacpub/article/1000/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1002
2009-07-14T15:29:18Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Prosocial behaviors in context: A study of the Gikuyu children of Ngecha, Kenya
de Guzman, Maria Rosario
Edwards, Carolyn P.
Carlo, Gustavo
This study examines children’s prosocial behaviors in everyday contexts that represent varying degrees of strength of situational demands. Behavioral observations of children (N = 89) ages 2 to 10 years (M = 5.25, SD = 2.23)., collected in Ngecha, Kenya were coded for 3 types of prosocial behaviors (nurturant, responsible and prosocial dominant) and the contexts in which these behaviors emerged (childcare, self care, labor/chores, play, idle/ social). Mixed factorial ANOVAs showed age differences in prosocial behaviors favoring older children as well as context effects. Prosocial behaviors occurred more frequently than in labor/chores than in play, idle/social or self-care contexts; and prosocial behaviors occurred more frequently during play and idle/social contexts than in self-care contexts. Most nurturant behaviors were performed during childcare. Most responsible behaviors were performed during labor/chores. The contextual differences for responsible and nurturant behaviors were found mostly for the older age groups. Lastly, older children exhibited prosocial dominant behaviors more often than did younger children. Results suggest that both individual level and contextual variables are important in studying different types of prosocial behaviors. Implications for parents and educators are discussed.
2005-09-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/3
https://digitalcommons.unl.edu/context/famconfacpub/article/1002/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Prosocial behaviors
Context
Culture
Gikuyu
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1001
2005-10-05T13:45:02Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia
Edwards, Carolyn P.
Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades. However, there are also many areas of difference, some at the level of principle and others at the level of strategy. Underlying the three approaches are variant views of the nature of young children's needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and struc¬ture learning experiences for children, and follow the children through observation/documentation. The article ends with discussion of the methods that researchers apply to analyze the strengths and weaknesses of each approach.
2002-03-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/2
https://digitalcommons.unl.edu/context/famconfacpub/article/1001/viewcontent/auto_convert.pdf
https://digitalcommons.unl.edu/context/famconfacpub/article/1001/filename/0/type/additional/viewcontent/edwards_ecrp2002.htm
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1003
2005-10-06T17:20:04Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Young children’s close relationships outside the family: Parental ethnotheories in four communities in Norway, United States, Turkey, and Korea
Aukrust, Vibeke G.
Edwards, Carolyn Pope
Kumru, Asiye
Knoche, Lisa
Kim, Misuk
Parents, preschools, and schools in different cultures vary greatly in the extent to which children are encouraged to develop long-term relationships with people outside the family circle—peers and teachers. In contemporary societies, parents face complex choices as they bridge children’s transitions to a wider world. This exploratory cross-cultural study used a newly developed questionnaire, Parental Concerns for Preschool Children Survey, to assess parental beliefs, values, and judgments. The sample included 521 parents from four cities: Oslo, Norway; Lincoln (Nebraska), United States; Ankara, Turkey; Seoul, Korea. Strong cultural community differences were found in parental descriptions of their own child’s friendships and beliefs about the needs of young children in general for close and continuing relationships in preschool and primary. The findings suggest the following conclusions, for example: Oslo parents favored the value of long-term continuity with peers and teachers; Lincoln parents had a more academic than relational focus to school and wanted their children to deal successfully with (new) teachers in different settings; Ankara parents (an upwardly mobile sample) were low in reporting their child’s friendships at preschool but valued parent–teacher and child–child relationships there; Seoul parents (oriented to education as a means to economic success) favored their children having quality learning experiences and close peer relationships in preschool.
2003-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/4
https://digitalcommons.unl.edu/context/famconfacpub/article/1003/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1004
2005-10-07T21:25:02Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Moral versus Social-Conventional Reasoning: A Narrative and Cultural Critique
Witherell, Carol S.
Edwards, Carolyn P.
Abstract: We suggest in this paper that attempts to segregate social-conventional reasoning from the moral domain may represent an artifactual division, one that ignores major philosophic and psychological traditions and cultural constructs regarding the moral self. We address such issues as the individual, social, and relational dimensions of morality; the cultural context of moral development and behavior; and whether morality is solely a matter of justice, harm and welfare considerations, or concerned as well with culturally variable definitions of the good and the good society, with role obligations, and with caring and affective aspects of human experience. We conclude with a call for continuing narrative and anthropological approaches to the study of moral development in order to reach a fuller understanding of the multiple facets of moral life.
1991-07-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/5
https://digitalcommons.unl.edu/context/famconfacpub/article/1004/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1005
2005-10-10T13:55:02Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Integrating Visual and Verbal Literacies in the Early Childhood Classroom
Edwards, Carolyn P.
Willis, Linda Mayo
Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy?
An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.
2000-10-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/6
https://digitalcommons.unl.edu/context/famconfacpub/article/1005/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
literacy
Reggio Emilia
symbolic media
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1006
2005-10-10T14:20:03Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Review of Vivian Gussin Paley, <i>You Can't Say You Can't Play </i>
Edwards, Carolyn P.
You Can't Say You Can't Play recounts a teacher's attempts to undo the habit of exclusion in her kindergarten classroom. In this case, the exclusion that has come to concern her is that which arises when certain children are consistently rejected from entering the other children's play.
1995-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/7
https://digitalcommons.unl.edu/context/famconfacpub/article/1006/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1007
2005-10-12T13:50:03Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Review of <i>Child Care in Russia: In Transition</i> by Jean Ispa
Edwards, Carolyn P.
Jean Ispa first observed and studied Soviet child care centers in 1993–94 as part of her doctoral research on toddler social behavior. In 1991, just before the demise of the Soviet Union, she returned to Russia for an intensive 3 months of research on current practices. Growing up in a household of Russian immigrants, she is fluent in the Russian language. Her knowledge of Russian language and culture, coupled with the long time horizon of her experience with American and Russian systems of education, render this new book a particularly enlightening, thoughtful, and balanced description of a system of child care outside our country.
1995-11-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/8
https://digitalcommons.unl.edu/context/famconfacpub/article/1007/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1008
2005-10-12T21:30:04Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
The Age Group Labels and Categories of Preschool Children
Edwards, Carolyn P.
Questions of how young children use “age” groups to understand the social world led to 2 studies exploring the content of preschool children’s age group labels and categories. Study 1 included 32 children aged 2-4 years and determined spontaneous labels for both photographs and dolls representing the life span. Results indicated that children readily labeled all ages using a relatively limited set of terms, but showed less patterned labeling of stimuli representing adults than children. Girls’ labels were more structured than boys’. Older preschoolers showed more differentiated structures than did younger ones and used more kinship terms as labels. Study 2, on 84 children aged 3-5, was a photograph-sorting task that determined the points of transition between age categories as well as subjects’ own self-identification by age group. Results indicated that preschoolers used a nonadult method of dividing up the life span. Older children made fewer errors. Age self-identification was congruent with how children sorted photos of unfamiliar peers. However, younger boys and girls differed in their self-identification, perhaps reflecting differences in gender identification processes.
1984-10-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/9
https://digitalcommons.unl.edu/context/famconfacpub/article/1008/viewcontent/auto_convert.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1010
2005-11-11T17:38:37Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Using the Project Approach with Toddlers
LeeKeenan, Debbie
Edwards, Carolyn P
“From the very beginning, curiosity and learning refuse simple and isolated things: they love to find the dimensions and relations of complex situations....” (Malaguzzi, 1987, p.19)
While working with children at a university laboratory school, we have pondered the question of how to develop curriculum for very young children in a meaningful way that emphasizes content as well as process. In general, curriculum for toddlers (ages one through three) involves activity centers that change from day to day. Because toddlers tend to be immersed in the immediate moment and in the process rather than the product of their activity, teachers, when developing curriculum, tend to put little emphasis on long-range planning and on developing extensive connections between different activities.
Yet thematic units and long-term projects are becoming recognized as an important way to promote preschool and young school-age children’s learning. In Engaging Children’s Minds: The Project Approach (1989), Katz and Chard describe project work as an innovative way to meet a wide spectrum of educational goals. Recently, we have also been strongly influenced by the project approach as developed in a public preschool system for children ages one through six in the Italian city of Reggio Emilia (Edwards, Gandini, & Forman, in press; New, 1990). In Reggio Emilia, projects for children involve spiraling experiences of exploration and group discussion followed by representation and expression and then the use of many symbolic media, whether words, movement, songs, drawings, building blocks, shadow play, or face-making in front of a mirror. Art is not viewed as a separate part of the curriculum but as part of the whole cognitive symbolic learning of the developing child. Children’s work is not casually created but is the result of a guided exploration of themes and events that are relevant to the lives of children and of the community (Gandini, 1984; Gandini & Edwards, 1988).
Are these methods relevant for children younger than age three? On one hand, we worried that a project approach would be too abstract for toddlers and more relevant to the teacher’s planning book than to the children’s interests. We definitely did not want to create another type of “pushed-down” curriculum. On the other hand, we believed that with certain important modifications, in-depth study projects might well be made appropriate for toddlers. They could be a valuable way to help the children find answers to their own deepest questions and make meaning and connections between actions, events, objects, and ideas in their world (Forman, 1989).
1992-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/11
https://digitalcommons.unl.edu/context/famconfacpub/article/1010/viewcontent/yc1992.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1009
2005-11-11T14:36:22Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Parental Ethnotheories of Child Development: Looking Beyond Independence and Individualism in American Belief Systems
Edwards, Carolyn P.
Knoche, Lisa
Aukrust, Vibeke
Kumru, Asiye
Kim, Misuk
Over the past several decades, the topic of child development in a cultural context has received a great deal of theoretical and empirical investigation. Investigators from the fields of indigenous and cultural psychology have argued that childhood is socially and historically constructed, rather than a universal process with a standard sequence of developmental stages or descriptions. As a result, many psychologists have become doubtful that any stage theory of cognitive or socialemotional development can be found to be valid for all times and places. In placing more theoretical emphasis on contextual processes, they define culture as a complex system of common symbolic action patterns (or scripts) built up through everyday human social interaction by means of which individuals create common meanings and in terms of which they organize experience. Researchers understand culture to be organized and coherent, but not homogenous or static, and realize that the complex dynamic system of culture constantly undergoes transformation as participants (adults and children) negotiate and re-negotiate meanings through social interaction. These negotiations and transactions give rise to unceasing heterogeneity and variability in how different individuals and groups of individuals interpret values and meanings.
However, while many psychologists—both inside and outside the fields of indigenous and cultural psychology–are now willing to give up the idea of a universal path of child development and a universal story of parenting, they have not necessarily foreclosed on the possibility of discovering and describing some universal processes that underlie socialization and development-in-context. The roots of such universalities would lie in the biological aspects of child development, in the evolutionary processes of adaptation, and in the unique symbolic and problem-solving capacities of the human organism as a culture-bearing species. For instance, according to functionalist psychological anthropologists, shared (cultural) processes surround the developing child and promote in the long view the survival of families and groups if they are to demonstrate continuity in the face of ecological change and resource competition, (e.g. Edwards & Whiting, 2004; Gallimore, Goldenberg, & Weisner, 1993; LeVine, Dixon, LeVine, Richman, Leiderman, Keefer, & Brazelton, 1994; LeVine, Miller, & West, 1988; Weisner, 1996, 2002; Whiting & Edwards, 1988; Whiting & Whiting, 1980). As LeVine and colleagues (1994) state:
A population tends to share an environment, symbol systems for encoding it, and organizations and codes of conduct for adapting to it (emphasis added). It is through the enactment of these population-specific codes of conduct in locally organized practices that human adaptation occurs. Human adaptation, in other words, is largely attributable to the operation of specific social organizations (e.g. families, communities, empires) following culturally prescribed scripts (normative models) in subsistence, reproduction, and other domains [communication and social regulation]. (p. 12)
It follows, then, that in seeking to understand child development in a cultural context, psychologists need to support collaborative and interdisciplinary developmental science that crosses international borders. Such research can advance cross-cultural psychology, cultural psychology, and indigenous psychology, understood as three sub-disciplines composed of scientists who frequently communicate and debate with one another and mutually inform one another’s research programs. For example, to turn to parental belief systems, the particular topic of this chapter, it is clear that collaborative international studies are needed to support the goal of crosscultural psychologists for findings that go beyond simply describing cultural differences in parental beliefs. Comparative researchers need to shed light on whether parental beliefs are (or are not) systematically related to differences in child outcomes; and they need meta-analyses and reviews to explore between- and within-culture variations in parental beliefs, with a focus on issues of social change (Saraswathi, 2000). Likewise, collaborative research programs can foster the goals of indigenous psychology and cultural psychology and lay out valid descriptions of individual development in their particular cultural contexts and the processes, principles, and critical concepts needed for defining, analyzing, and predicting outcomes of child development-in-context. The project described in this chapter is based on an approach that integrates elements of comparative methodology to serve the aim of describing particular scenarios of child development in unique contexts. The research team of cultural insiders and outsiders allows for a look at American belief systems based on a dialogue of multiple perspectives.
2005-11-11T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/10
https://digitalcommons.unl.edu/context/famconfacpub/article/1009/viewcontent/Parental_Ethnotheories.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1011
2005-11-11T20:40:49Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Talking with Young Children about Social Ideas
Edwards, Carolyn P.
Logue, Mary Ellin
Russell, Anna Sargent
During the early childhood years, children’s understanding of many social and moral issues undergoes immense changes. We became interested in learning more about these changes and supporting them through our laboratory preschool curriculum. One major change, for example, is that children come to classify themselves and others into sex, age, and kinship categories and to learn social role expectations. Children also show greatly deepened understanding of such moral issues as fair sharing, obedience, authority, and friendship.
These areas of development are part of what can be called social cognition, or “children’s understanding of social behavior—what children think about their own behavior and the behavior of others” (Moore 1979, p. 54). Recent research on social cognition has generated a great deal of new information very useful to educators. This research describes the typical developmental stages in children’s social thinking, and is based on Piagetian theory. Stated briefly, “Understanding others is not merely a matter of ‘learning more’ about people in some quantitative sense; it is organizing what one knows into systems of meaning or belief” (Shantz 1975, p. 266).
Most published social cognition activities have focused on children’s role-taking skills. Forman and Hill (1980), for example, offer many ingenious examples of how teachers can help children to understand what specific information is like from another person’s perspective. Out of this grows the ability to better understand the other person’s behavior. Educators have also developed curriculum ideas for stimulating children’s interpersonal problem-solving. Teachers can help a group of children to learn to notice and name a problem, generate alternative solutions, and evaluate the consequences of the alternatives (Spivack and Shure 1974; Copple, Sigel and Saunders 1979).
While we used these activities as a foundation for our social cognition curriculum, we also wanted to venture into new program areas. We began to develop learning encounters concerning equally important issues such as social roles, justice in sharing, and the distinction between moral and conventional rules. Our goal was not to transmit either our values or factual information to the children concerning these issues. Rather, we had two major aims:
1. To present intellectually challenging problems that children could discuss either individually or as a group. This we believed would stimulate them to think about social and moral issues. 2. To learn about the varied aspects of the children’s social and moral thinking, and then to use this information as a basis for less authoritarian guidance and management.
In implementing our goals, we focused on three different kinds of learning encounters: the dramatic skit, presented to a large group or the entire class; the thinking game, aimed at an individual child or a very small group; and the spontaneous discussion, relevant for a teacher interacting with any number of children.
1983-11-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/12
https://digitalcommons.unl.edu/context/famconfacpub/article/1011/viewcontent/yc1983.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1012
2005-11-23T15:28:59Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Showing that Early Childhood Education Works: Lessons from Italy, China, and the USA
Edwards, Carolyn P.
Lessons from around the world; What does it matter about early childhood education? Why the controversy about public support for early childhood education? What process or system should be used to determine what works in early education? Can the same process be used to improve services? What is the role of government? Alternatives: 1. Consumers should determine… (What happens when private choices drive the market for early childhood services?) Observed quality of care in four Midwestern states; Parent data: “All things considered, how would you grade the quality of the care your child is receiving from his/her current caregiver?” Role of government What is a Quality Rating System? Ten states have implemented statewide systems (e.g. Colorado, Kentucky, Oklahoma, North Carolina) Findings 2. Objective science should determine… Firm findings from empirical research 3. Something else is needed: Some differences between Italian and American models. Teacher action research (and documentation) from a Reggio-inspired preschool in South Korea by Misuk Kim. Teacher Action Research at the Ruth Staples CDL. Can we now answer our opening questions? What process or system should be used to determine what is best for young children? Can the same process be used to improve the quality of services? Conclusions: The free market does not work well to determine quality in early education and care; Licensing, accreditation, and quality rating systems can help improve the market; Empirical research is useful for measuring what works; Teacher action research (reflective practice) is necessary for fostering continuous quality improvement. The tower of quality.
2005-11-19T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/13
https://digitalcommons.unl.edu/context/famconfacpub/article/1012/viewcontent/Showing_That_Early_Childhood_Education_Works.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
creativity
early childhood education
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1017
2005-12-09T18:41:06Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Teachers' Expectations About the Timing of Developmental Skills: A Cross-Cultural Study
Edwards, Carolyn P.
Gandini, Lella
Today, in the United States, teachers often need to understand what behaviors are normal in terms of children's cultural background. To understand children, teachers of course must have authentic respect for cultural diversity. But they also need something more: depth of knowledge about child development so they know what to expect of children of a given age. Teachers hold internal guidelines regarding many behaviors, but to what degree are they objective standards that can be applied to all children? How much, instead, do they reflect unconscious cultural biases? In recent years, we have begun to find out more about people’s different expectations for children. One useful approach to studying cultural beliefs about childhood is to compare groups on what are called "developmental timetables." Timetables are expectations people hold about at what age children typically master various skills, such as sitting up, offering a toy, and using words. Adults who parent or work with children use these timetables as implicit guidelines to assess whether children are developing within normal limits.
1989-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/18
https://digitalcommons.unl.edu/context/famconfacpub/article/1017/viewcontent/Teachers__Expectations.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1013
2005-12-09T16:42:31Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Collaboration as a Foundation for the Project Approach in Family Child Care
Youngquist, Joan
Edwards, Carolyn P
Heaton, Ruth
Supporting children's curiosity was considered important at my family child care home. How could we best achieve this? As my assistant caregiver Deb and 1 attended professional development workshops, we began to wonder if the project approach (Helm & Katz 2001) would be an effective means of supporting inquiry and collaborative learning. Before we would commit ourselves, we wanted to learn more. We had many questions. Just what is the project approach? What does it look like? How will it support children's learning? What do we need to be successful with it? The literature suggested many examples of successful projects at child care centers and preschools (Breig-Allen et al. 1998; Harkem: 1999; Beneke 2000; Glassman & Whaley 2000). Our challenge was how to adapt the project approach to our home child care situations.
2005-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/14
https://digitalcommons.unl.edu/context/famconfacpub/article/1013/viewcontent/Collaboration_in_Family_Child_Care.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1014
2005-12-09T16:52:27Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Democratic Participation in a Community of Learners: Loris Malaguzzi's Philosophy of Education as Relationship
Edwards, Carolyn P.
We consider relationships to be the fundamental, organizing strategy of our educational system. -- Loris Malaguzzi, 1993, p. 10.
The metaphor of education as relationship provided Loris Malaguzzi with the fundamental premise for his philosophy and pedagogy. The child--seen as powerful, rich in resources, competent, and social--seeks from the beginning of life to find out about the self, others, and the world through interaction: knowledge is co-constructed. Education, hence, must focus not on the child considered in isolation from others, but instead on the child seen as interconnected with particular others in nested communities: home, classroom, school, neighborhood, city, region, nation, and eventually extending out to include the whole world.
This principle, that "education is relationship," puts great priority on establishing a learning and caring community composed of educators, families, and children, based on sharing of perspectives and resources, and with expectations of continuity and long-term relationship. Features of the Reggio schools that promote the establishment of meaningful relationships with a long time horizon by and among children and adults include the system of keeping children in a classroom group together for the three years of the infant-toddler or preschool cycle, the system of also assigning two teachers to each classroom group for the full three years of the cycle, and emphasizing collaboration among teachers as the starting point of all learning and development for adults and children, many practices (at the level of physical environment, curriculum, and work with parents) intended to carefully and thoughtfully introduce each new child and family to the school community and to allow relationships among and between adults and children to grow and flourish, many customary curricular activities that bridge children to their near community (neighborhood, city, and surrounging countryside) as well as bringing the community into the schools and fostering the public's interest in and commitment to the schools, the project approach, involving long-term, open-ended investigations, usually conducted by small work groups of children, and many and extensive uses of documentation to create public memories and a sense of belonging within each classroom group and school, and to provoke and enrich learning about project work among children, parents, and teachers.
1995-10-16T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/15
https://digitalcommons.unl.edu/context/famconfacpub/article/1014/viewcontent/Democratic_Participation.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1015
2005-12-09T17:11:30Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Extending the Dance: Relationship-Based Approaches to Infant/Toddler Care and Education
Edwards, Carolyn P.
Raikes, Helen
Creating an infant/toddler program that revolves around relationships can be compared to expanding a relationship dance from first attachment figures to new ones. The educator must take On an artistic role for this performance. The educator makes the space ready, creating a beautiful place that inspires everyone to feel like dancing. For a new child just entering, the educator must take the initiative, become attuned, get into rhythm with the child, following the child's lead. Because a young child enters the programs "in the arms” of parents, the educator also enfolds the parents in this process. Gradually, as the dance between the educator and child becomes smooth and familiar, the educator can encourage the child to try out more complex steps and learn how to dance to new compositions, beats, and tempos different from those known before. The dance partnership can also widen as both child and adult try out new partners from the larger group. As the child alternates between dancing sometimes with one or two partners and sometimes with many, the dance becomes a story about who the child has been and who the child is becoming, a reciprocal self created through close relationships.
2002-07-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/16
https://digitalcommons.unl.edu/context/famconfacpub/article/1015/viewcontent/Extending_the_Dance_Young_Children.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1016
2005-12-09T17:26:38Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Chinese Parents’ Knowledge, Attitudes, and Practices about Sexuality Education for Adolescents in the Family
Liu, Wenli
Edwards, Carolyn P
This study used a cross-sectional, multi-site survey design to examine Chinese parents’ knowledge, attitudes, and practices in the area of sexuality education for adolescents. Three cities in China were selected for the survey, and the final sample contained 841 parents with children ranged from 11 to 19 years. The majority of Chinese parents were found to have reasonably accurate knowledge about sexuality and positive attitudes toward sexuality and sexuality education. However, most Chinese parents reported that they never talked with their children about sexuality. Parental education was strongly related to both knowledge and attitudes. Gender of parent was a significant predictor of parental practices, with mothers talking more with children about sexuality than did fathers. Both parental knowledge and parental attitudes were found to be significant predictors of education practices. Parents who were more knowledgeable and who had more positive attitudes talked more with their children about sexuality. Implications for practice are discussed.
2003-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/17
https://digitalcommons.unl.edu/context/famconfacpub/article/1016/viewcontent/Liu_and_Edwards_May_2003.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1018
2005-12-09T18:58:48Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
The Blood Runs Through Every One of Us and We Are Stronger for It: The Role of Head Start in Promoting Cultural Continuity in Tribal Communities
Willis, Linda Mayo
Edwards, Carolyn P
This multiple case study examined American Indian Program Branch Head Start directors' perceptions of the role their particular Head Start program plays preserving cultural integrity in tribal communities. Of specific research interest were the unique aspects of the tribal customs of child rearing and early childhood educational practices within each community. Another area of research focused on exploring each director's vision of how the Head Start experience contributes to the future of the children. Ten tribal Head Start directors from the Great Plains region were interviewed. The grand tour question addressed how participants described their perception of the role of Head Start in promoting and preserving cultural integrity in tribal communities. Directors shared their insights on the importance of Early Head Start as a presence or a perceived need in their tribal community. The participants' advocacy efforts on the behalf of the tribal community also helped to promote the preservation of cultural integrity. All of the directors expressed their belief in the important role that Head Start programs play in providing information and support to parents involved in nurturing and raising their children.
1999-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/19
https://digitalcommons.unl.edu/context/famconfacpub/article/1018/viewcontent/The_Blood_Runs_Through_Every_One_of_Us.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1019
2005-12-14T18:34:48Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
"Fine Designs" from Italy: Montessori Education and the Reggio Approach
Edwards, Carolyn P.
Italy is not a huge country, nor one that dominates research in scientific areas like biotechnology or computer science; but in the particular field of early childhood, it can be described as a kind of gifted, creative giant. Italians have always revered beauty, architecture, painting, cuisine, and creative design. In a similar fusion of art and science, they have produced two of the 20th century's most innovative and influential leaders in early education, along with their methods of pedagogy and philosophies of education. The two figures were Maria Montessori (1 870-1952) and Loris Malaguzzi (1920-1994).
Both Montessori education and the Reggio Emilia approach provide strong alternatives to traditional education and inspiration for progressive educational reform in the United States and around the world. Because they seem to share many common elements of philosophy and practice, people wonder, "But how are these approaches different, exactly? Don't they have a lot of similarities?" This article provides an overview and comparison of the two approaches, to introduce and highlight key points of similarity and difference. What were their historical origins, foundational philosophical premises, and concepts about child development and learning? How do they compare with respect to organization for decision-making about environment, curriculum, instructional methods, observation, assessment, and teacher preparation? Of course, we must remember that large variations always exist in how both approaches play out in specific cases and applications. Here we can only describe their general tendencies and visions of "best practice."
2003-12-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/20
https://digitalcommons.unl.edu/context/famconfacpub/article/1019/viewcontent/Montessori_Education_and_the_Reggio_Emilia_Approach.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1026
2006-04-13T15:02:58Z
publication:family_consumer_sci
publication:famconfacpub
FACS 170 Introduction to Early Care and Education: A Three Year Analysis and Peer Review of College Teaching/Learning
Hill-Menson, Toni
Edwards, Carolyn P
I. Peer Review of Teaching Project This project provides a way for college faculty to work with others in a supportive context to document and reflect on both the quantity and quality of student learning. Faculty members work in groups of 3-5 for a semester or year to support each other's exploration of not only what students learn but also how they learn, for a particular selected course. Personal goals: To improve teaching delivery and teaching methods for the enhancement of student learning and student professional development.
II. UNL's Peer Review Process The purpose is to improve college teaching and “make learning visible” by: • Carefully describing course objectives and structure and investigating teaching strategies and student understanding and performance • Reflecting with others on the course’s effectiveness and the links between teaching and the learning achieved or not achieved • Documenting the process in a course portfolio • Putting the portfolios on the web to be shared among the universities in the Peer Review of Teaching Consortium (Nebraska, Indiana, Kansas State, Michigan, and Texas A&M)
2005-12-19T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/27
https://digitalcommons.unl.edu/context/famconfacpub/article/1026/viewcontent/Student_Research_Conference_Poster.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1021
2005-12-19T18:05:10Z
publication:womenstudiespapers
publication:family_consumer_sci
publication:womensstudies
publication:famconfacpub
The Contribution of Social Partnership and Activity Settings to the Emergence of Sex Differences
Edwards, Carolyn P.
Certain sex differences are observable in children’s behavior in social interaction in many cultures worldwide. Age 3-6: Insulting, rough and tumble play, and dominating egoistically are the most clearly masculine behaviors, and seeking or offering physical contact, dominating prosocially, and seeking help the most feminine. These differences are strengthened or weakened, magnified or reduced according to cultural context. (They are smallest in Orchard Town and Nyansongo).
Together with colleagues, we reexamined these conclusions in The Children of Different Worlds project, which drew upon the running record observations from 12 communities to get a much larger data set also based on improved observational codes and longer observations; as well as spot observations from 6 communities.
2004-11-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/22
https://digitalcommons.unl.edu/context/famconfacpub/article/1021/viewcontent/Brown_Roundtable_Edwards.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1024
2005-12-19T18:19:18Z
publication:family_consumer_sci
publication:famconfacpub
Ngecha: A Kenyan village in a time of rapid social change
Edwards, Carolyn P.
Lecture as part of symposium, "The Company They Keep: Symposium in honor of Beatrice Whiting." Society for Cross Cultural Research, San Jose, CA, February. Includes photographs.
2004-02-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/25
https://digitalcommons.unl.edu/context/famconfacpub/article/1024/viewcontent/Ngecha_Edwards_SCCR_rev.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1028
2005-12-20T20:20:36Z
publication:family_consumer_sci
publication:famconfacpub
Long Term Effects of Lincoln’s Head Start Programs
Taylor, Katie
Woodburn, Kendra
Edwards, Carolyn P
Steiner, Deila
The Lincoln Public Schools (LPS) Head Start program is administered federally out of the US Department of Health and Human Services. In 2002, a total of 380 LPS children aged 3-4 received Head Start services in center-based, home-based, and combination program options. Looking backwards in time, some of the long-term outcomes of its system of Head Start classrooms have been calculated, beginning in 1986. The purpose was to examine later correlates of improved school success, including higher attendance rates, lower mobility rates, improved academic achievement, and lower high school dropout rates.
2004-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/29
https://digitalcommons.unl.edu/context/famconfacpub/article/1028/viewcontent/Long_Term_EffectsREvised.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1027
2005-12-20T20:14:40Z
publication:family_consumer_sci
publication:famconfacpub
A Culture of Relationships: Early Care for Italian and American Children
Edwards, Carolyn P.
A culture of childhood is a shared vision – an agreed upon vision – of the needs and rights of children, including ideas about how the people of the community can collectively nurture them and at the same time be renewed by them. In other words, it is a set of values, beliefs, and practices that people have created to guide their way of nurturing young children and their families. The vision is about investing in young children and investing in the supports and relationships that children need to learn and grow, both for the reason that children carry our future and because they carry our hopes and dreams for the future.
These hopes and dreams begin with birth. Sensitive, emotionally available parents create the framework for interaction with their children by responding to the baby’s cues, engaging the baby in mutual gazes, and imitating the baby. The baby, born with a primary ability to share emotions with other human beings eagerly joins the relationship dance. The intimate family circle soon widens. Providers, teachers, and directors of early childhood programs become significant figures in children’s lives—implicit or explicit partners in a "relationship dance" (Edwards & Raikes, 2002).
These close relationships are believed to be critical to healthy intellectual, emotional, social, and physical development in childhood and adolescence as well. These conclusions have been documented by diverse fields of science, ranging from cognitive science to communication studies and social and personality psychology. Close relationships contribute to security and trust, promote skill development and understanding, nurture healthy physical growth, infuse developing self-understanding and self-confidence, enable self-control and emotion regulation, and strengthen emotional connections with others that contribute to prosocial motivation (Dunn, 1993; Fogel, 1993; Thompson, 1996). Furthermore, many studies showing how relationship dysfunction is linked to child abuse and neglect, aggression, criminality, and other problems involving the lack of significant human connections (Shankoff & Meisels, 2000).
In extending the dance of primary relationships to new relationships, a childcare teacher can play a primary role. The teacher makes the space ready--creating a beautiful place that causes everyone to feel like dancing. Gradually, as the dance between them becomes smooth and familiar, the teacher encourages the baby to try out more complex steps and learn how to dance to new compositions, beats, and tempos. As the baby alternates dancing sometimes with one or two partners, sometimes with many, the dance itself becomes a story about who the child has been and who the child is becoming, a reciprocal self created through close relationships.
2003-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/28
https://digitalcommons.unl.edu/context/famconfacpub/article/1027/viewcontent/Kansas_City_Culture_of_Childhood_2003.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1030
2005-12-20T20:29:29Z
publication:family_consumer_sci
publication:famconfacpub
Conceptions of Relationships
Taylor, Katie
Edwards, Carolyn P
This study seeks to examine the relationships between young adults’ understandings of past and current interpersonal relationships and their conceptualizations of a personal relationship with a higher spiritual power.
Findings: •As hypothesized, students with permissive parents reported lower levels of Awareness and Realistic Acceptance in relation to God. •Contrary to prediction, students with permissive parents did not have higher scores on the Disappointment subscale of the SAI. •As hypothesized, students with authoritarian parents had higher scores of Instability or Disappointment in God on the SAI. •Contrary to prediction, students with authoritative parents did not have higher scores for Awareness, Realistic Acceptance, or Disappointment in God on the SAI. •Contrary to prediction, students with more nurturing parents did not have higher scores for Awareness and Disappointment in God on the SAI. •Contrary to prediction, males and females did not differ in their concepts of God. •As hypothesized, femininity scores were positively correlated with the Awareness and Impression Management subscales of the SAI.. Masculinity scores on the BSRI were negatively correlated with the Awareness, Instability, and Impression Management subscales of the SAI.
2005-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/31
https://digitalcommons.unl.edu/context/famconfacpub/article/1030/viewcontent/Poster_revised.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:psychfacpub-1000
2006-03-16T18:19:59Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Rationality, Culture, and the Construction of “Ethical Discourse”: A Comparative Perspective
Edwards, Carolyn P
The problem of ethical relativism has never been resolved or laid to rest. It turns out to be a complicated set of problems, involving many philosophical issues of meaning (Brandt 1954; Ladd 1957). For example, how should we define morality and ethics? How should we define the problem of ethical relativism? How does the problem of ethical relativism relate to the problem of cultural relativism?
One question that is part of this package is a scientific one and concerns whether there are even aspects of moral values and ethical discourse that can be validly abstracted from their cultural context and compared cross-culturally. This is the problem of “descriptive ethical relativism” (Ladd 1957; Spiro 1984). Obviously, if there are no such aspects, then we have good reason to embrace an extreme doctrine of descriptive ethical relativism. On the other hand, if scientific research indicates that there are comparable aspects, then we can go on to ask a second, primarily philosophical question.
The second question (Ladd and Spiro call it the issue of “normative ethical relativism”) concerns whether the ethical conflicts of individuals or cultural groups are somehow resolvable. They might be resolvable if ethical conflicts can somehow be reduced to mere differences in underlying factual beliefs (about nature, human personality, and so on). They might not be resolvable if ethical conflicts turn out to be based on differences in moral principles, even after the differences in factual beliefs are accounted for.
This paper shall address the first question, because I feel it is the one social scientists (as opposed to moral philosophers) are most qualified to answer. The question, as I see it, involves an analysis of research methodology. How can social scientists elicit samples of people’s ethical discourse? Do these samples of discourse validly represent the individual’s or group’s moral and ethical understanding? Can these samples be compared in some systematic way cross-culturally without distortion of their basic meaning?
“Ethical discourse” can be defined as a string of statements or arguments containing “moral statements” (statements about what actions or attitudes are obligatory or virtuous) and/or “ethical statements” (statements about why those actions or attitudes are morally right or wrong). Ladd, who studied the ethical discourse of the Navaho (1957), believes that ethical discourse occurs in all cultural groups.
1985-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/psychfacpub/1
https://digitalcommons.unl.edu/context/psychfacpub/article/1000/viewcontent/Rationality_for_DC.pdf
Department of Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Psychiatry and Psychology
oai:digitalcommons.unl.edu:famconfacpub-1032
2006-04-24T17:54:23Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Montessori education and its scientific basis
Edwards, Carolyn P.
Review of: Angeline Stoll Lillard, Montessori: The science behind the genius, Oxford University Press, 2005. Montessori education is the subject of Angeline Lillard’s book. Montessori, a brilliant figure who was Italy’s first woman physician, created an approach that reflected a late 19th century vision of mental development and theoretical kinship with the great European progressive educational philosophers, Jean-Jacque Rousseau, Johann Pestalozzi and Fredrich Froebel (Edwards, 2002 and Edwards, 2003). The many parallels between her ideas and those of the American progressive, John Dewey, her contemporary, are due to the fact that their ideas grew out of shared theoretical roots and were responsive to the social and cultural transformations engendered by the industrial revolution. Montessori is the only woman regularly listed as one of the very great figures in the history and philosophy of education, and up until 2002 when the European Union issued the Euro as common currency, her country’s deep regard was indicated by her face on the Italian 1000 Lira bill. As Lillard’s book explains, Montessori’s vision anticipated many of the twentieth century’s developments in child psychology and education. Montessori was convinced that children’s natural intelligence involved, from the start, rational, empirical, and spiritual aspects. After drawing on Edouard Seguin’s and Jean Itard’s work to innovate a methodology for working with children with disabilities, she started her Casa dei Bambini (Children’s House) in 1907 for children aged 4–7 in a housing project in the poor slums of Rome. Her educational movement (including her highly original concepts for curriculum materials, child-sized furniture, classroom layout, mixed age grouping of children, and teaching strategies) spread to other countries, especially once Mussolini’s Fascist regime denounced her methods and Montessori left Italy to live the rest of her life abroad.
2006-03-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/33
https://digitalcommons.unl.edu/context/famconfacpub/article/1032/viewcontent/Review_Montessori.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:psychfacpub-1008
2006-05-03T18:43:59Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
The interplay of traits and motives on volunteering: agreeableness, extraversion and prosocial value motivation
Carlo, Gustavo
Okun, Morris A.
Knight, George
de Guzman, Maria Rosario T
Social psychology and personality theorists have proposed that our understanding of prosocial behavior will be enhanced by examining the interplay of traits and motives. The present study was designed to test several pathways by which agreeableness, extraversion, and prosocial value motivation to volunteer influence volunteerism. A sample of 796 college students completed measures of the Big Five traits, prosocial value motivation to volunteer, and volunteering. Results of path analyses showed that prosocial value motivation to volunteer partially mediated the relations between agreeableness and extraversion, and volunteering. Furthermore, as agreeableness decreased, extraversion was more strongly related to prosocial value motivation to volunteer. In contrast, there was no support for the pathway in which extraversion and prosocial value motivation to volunteer jointly affect volunteering. Discussion focuses on the utility of examining the links among traits and motives in predicting volunteering.
2005-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/psychfacpub/9
https://digitalcommons.unl.edu/context/psychfacpub/article/1008/viewcontent/Interplay_for_posting.pdf
Department of Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Agreeableness; Extraversion; Volunteering; Motivation; Prosocial behaviors; Personality; Traits; Motives
Psychiatry and Psychology
oai:digitalcommons.unl.edu:famconfacpub-1035
2006-05-17T13:23:10Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
SOCIAL EXPERIENCE AND MORAL JUDGMENT IN EAST AFRICAN YOUNG ADULTS
Edwards, Carolyn P.
Relationships between stage of moral judgment and antecedent social experiences are presented for a non-Western sample of young adults. Crosssectional data are presented for two groups of Kenyan students: 52 University of Nairobi students; and 40 fourth form secondary school Ss. Critical variables are (a) family modernization, (b) attending ethnically pluralistic secondary schools, and (c) living independently away from home. The correlations between moral judgment stage and these three variables are controlled for, and compared to, correlations between stage of moral judgment and age, sex, race, and academic ability (as measured by standardized achievement tests or by grades). The evidence demonstrates associations between moral stage and all three critical variables, though in different ways for the two age levels of Ss.
1978-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/36
https://digitalcommons.unl.edu/context/famconfacpub/article/1035/viewcontent/JGP_1978.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1036
2006-06-09T20:24:39Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Moral Development Study in the 21st Century: Introduction to Moral Motivation through the Life Span: Nebraska Symposium on Motivation, volume 51
Edwards, Carolyn P.
Carlo, Gustavo
Questions of right and wrong, good and bad, lawful and unlawful, have been debated by philosophers, theologians, scholars, and ordinary people since ancient times. The moral domain represents humanity’s answers to three questions: What is the right thing to do? How is the best state of affairs achieved? What qualities make for a good person? However, the scientific investigation of the moral life has a much shorter intellectual history than does philosophical and religious reflection; nevertheless, it is not new. Moral development theory and research emerged as a critical topic over 100 years ago, at the beginning of the 20th century. Thus, given this deep background, it may surprise readers to learn that this is the very first time that the Nebraska Symposium on Motivation has served as a forum to reflect on what we know about moral development and motivation and to integrate theory and research with practical implications for schools, communities, and childrearing. This book presents the products of the 51st Nebraska Symposium on Motivation: “Moral Development through the Life Span: Theory, Research, and Applications.” The symposium was held in Lincoln, Nebraska, in April 2003. Interest in moral development and motivation has been prominent in the field of psychology since Sigmund Freud’s theory about the Oedipus complex and the formation of the superego. Indeed, during certain earlier decades, especially the 1970s and 1980s, moral development was a hot and contentious topic among social and behavioral scientists. Various proponents of behavioral versus structural theories, such as Lawrence Kohlberg and Jacob Gewirtz, enjoyed squaring off in public and professional debates. Some important books, such as Lickona (1976), Kurtines and Gewirtz (1984), and Eisenberg, Reykowski, and Staub (1989), grew out of those debates, and, even today, these sources are useful for reading clear statements of the alternative theoretical perspectives, which are presented as competing approaches to the study and interpretation of moral development. However, following that lively but contentious period, the 1990s represented a quieter time of solid and steady gains in research study of moral development and prosocial behavior as well as a period of serious attempts at theoretical reconciliation and bridge building. This volume presents some of the most significant fruits of that labor by distinguished and well-known researchers in the field. It is intended to summarize what we now know about moral motivation theory, research, and application across the life span. Although not all major theoretical or empirical traditions are covered here, the authors represent diverse theoretical orientations and methodologies that address many of the important issues in moral motivation. Various themes run throughout the chapters, and each chapter summarizes work that adds to our existing knowledge regarding moral development
2005-06-09T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/37
https://digitalcommons.unl.edu/context/famconfacpub/article/1036/viewcontent/Edwards_NSM_2005.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1037
2006-06-26T18:27:47Z
publication:family_consumer_sci
publication:famconfacpub
Involvement in Early Head Start home visiting services: Demographic predictors and relations to child and parent outcomes
Raikes, Helen
Green, Beth L.
Atwater, Jane
Kisker, Ellen
Constantine, Jill
Chazan-Cohen, Rachel
One strand of home visiting research investigates effi cacy while another investigates under what conditions programs achieve outcomes. The current study follows the latter approach. Using a within-program design in a sample of 11 home-based sites in the Early Head Start Research and Evaluation study, this study found that three components of home visits (quantity of involvement including number of home visits, duration in the program, length of visits and intensity of service; quality of engagement including global ratings of engagement by staff and ratings of engagement during each home visit; and the extent to which home visits were child focused) represented distinguishable aspects of home visit services. Demographic variables predicted components of involvement, and home visit involvement components were differentially related to outcomes at 36 months, after controlling for demographic/ family factors and earlier functioning on the same measure. Only one quantity of involvement variable (duration) predicted improvements in home language and literacy environments at 36 months. Quality of involvement variables were negative predictors of maternal depressive symptoms at 36 months. Finally, the proportion of time during the visit devoted to child-focused activities predicted children’s cognitive and language development scores, parent HOME scores, and parental support for language and learning when children were 36 months of age. Implications for home visiting programs and policies are discussed.
2006-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/38
https://digitalcommons.unl.edu/context/famconfacpub/article/1037/viewcontent/Involvement_DC.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Homevisit
infant toddler
Early Head Start
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1038
2018-08-03T13:14:57Z
publication:family_consumer_sci
publication:famconfacpub
Mother–Child Bookreading in Low-Income Families: Correlates and Outcomes During the First Three Years of Life
Raikes, Helen
Pan, Barbara Alexander
Luze, Gayle
Tamis-LeMonda, Catherine S.
Brooks-Gunn, Jeanne
Constantine, Jill
Tarullo, Louisa Banks
Raikes, H. Abigail
Rodriguez, Eileen T.
About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being fi rstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being fi rstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children’s language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children’s vocabulary.
2006-07-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/39
https://digitalcommons.unl.edu/context/famconfacpub/article/1038/viewcontent/Bookreading_for_DigCom.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1039
2006-08-25T18:19:55Z
publication:family_consumer_sci
publication:famconfacpub
LOW-INCOME FATHERS’ AND MOTHERS’ PERCEPTIONS OF THE FATHER ROLE: A QUALITATIVE STUDY IN FOUR EARLY HEAD START COMMUNITIES
Summers, Jean Ann
Raikes, Helen
Butler, James
Spicer, Paul
Pan, Barbara
Shaw, Sarah
Langager, Mark
McAllister, Carol
Johnson, Monique K.
A qualitative inquiry in four Early Head Start Research sites explored the question of how low-income mothers and fathers view the role of fathers in their families. Role perceptions were gathered from a total of 56 parents of infants and toddlers across the four sites, using multiple data collection methods that included focus groups, open-ended interviews, and one case study. The data were analyzed to identify common themes across sites. The participants identified roles that included: providing financial support, “being there,” care giving, outings and play, teaching and discipline, providing love, and protection. Implications of these qualitative findings are discussed with respect to their relationship to current theoretical frameworks about father roles. Further, these findings shed light on the question of whether low-income families view parenting roles as being relatively discrete (i.e., separate or “traditional” functions of mothers and fathers), or whether they view their roles in a more blended, co-parenting perspective.
1999-09-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/40
https://digitalcommons.unl.edu/context/famconfacpub/article/1039/viewcontent/Low_Income_Fathers_and_Mothers_for_DigComm.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1040
2018-08-03T13:14:13Z
publication:family_consumer_sci
publication:famconfacpub
Child Care Quality Matters: How Conclusions May Vary With Context
Love, John M.
Harrison, Linda
Sagi-Schwartz, Abraham
van IJzendoorn, Marinus H.
Ross, Christine
Ungerer, Judy A.
Raikes, Helen
Brady-Smith, Christy
Boller, Kimberly
Brooks-Gunn, Jeanne
Constantine, Jill
Kisker, Ellen Eliason
Paulsell, Diane
Chazan-Cohen, Rachel
Three studies examined associations between early child care and child outcomes among families different from those in the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network study. Results suggest that quality is an important influence on children’s development and may be an important moderator of the amount of time in care. Thus, the generalizability of the NICHD findings may hinge on the context in which those results were obtained. These studies, conducted in three national contexts, with different regulatory climates, ranges of child care quality, and a diversity of family characteristics, suggest a need for more complete estimates of how both quality and quantity of child care may infl uence a range of young children’s developmental outcomes.
2003-07-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/41
https://digitalcommons.unl.edu/context/famconfacpub/article/1040/viewcontent/Child_Care_Quality_for_Commons.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:psychfacpub-1051
2019-11-17T16:36:32Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Gender and Age Differences in Brazilian Children’s Friendship Nominations and Peer Sociometric Ratings
de Guzman, Maria Rosario
Carlo, Gustavo
Ontai, Lenna L.
Koller, Silvia H.
Knight, George P.
The purpose of this study was to examine gender-and age-related patterns of friendship preferences among Brazilian children. In particular, we examined: (a) children’s same-sex friendship preference, and its greater intensity among older children; (b) higher exclusivity among girls and higher inclusiveness among boys; and (c) generally higher exclusivity and inclusiveness among older children. Participants were 210 (110 boys, 100 girls) public school students from Brazil who ranged in age from 3.0 to 10.5 years of age. Children were asked to nominate their best friends and to rate how much they liked and disliked each of their other classmates. Children generally nominated more of same-sex peers as best friends and gave more negative ratings to their cross-sex peers. These same-sex preferences were more intense at the older age groups. Girls and older children gave more negative peer ratings and nominated fewer best friends than boys and younger children. However, the oldest age group gave significantly fewer negative peer ratings than did the younger groups—both in their same-sex and overall negative peer ratings. Results are generally consistent with patterns found in prior studies with children from the United States, but unique gender and age-related patterns also emerged.
2004-07-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/psychfacpub/52
https://digitalcommons.unl.edu/context/psychfacpub/article/1051/viewcontent/Gender_and_Age_in_Brazil_FOR_DC.pdf
Department of Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
friendships
gender
Brazilian children
Psychiatry and Psychology
oai:digitalcommons.unl.edu:famconfacpub-1041
2006-10-26T17:50:19Z
publication:family_consumer_sci
publication:famconfacpub
Early Head Start: Identifying and Serving Children with Disabilities
Peterson, Carla
Wall, Shavaun
Raikes, Helen
Kisker, Ellen E.
Swanson, Mark E.
Jerald, Judith
Atwater, Jane B.
Qiao, Wei
Early Head Start (EHS) is a comprehensive, two-generation program that provides services to low-income families with children under the age of 3 years. As part of their mandate, staff members of EHS programs collaborate with other service providers in their local communities, including Part C and childcare providers. The incidence of disabilities among low-income children was tracked as part of the EHS Research and Evaluation Project. The incidence of indicators of disabilities (or potential disabilities) was extremely high (87%) among these very young children living in poverty; however, only 99 participating families (4.7% of the sample) received Part C services. Receipt of Part C services was related negatively to specific family characteristics (e.g., mother less well educated, being of color, not speaking English). Participation in EHS had a positive impact on receipt of Part C services.
2004-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/42
https://digitalcommons.unl.edu/context/famconfacpub/article/1041/viewcontent/Early_Head_Start.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1042
2007-02-07T22:21:11Z
publication:family_consumer_sci
publication:famconfacpub
Perceptions of Attachment Style and Marital Quality in Midlife Marriage
Hollist, Cody S
Miller, Richard B.
Based on attachment theory, Emotionally Focused Therapy (EFT) theorizes that attachment styles influence marital quality. Although research supports this relationship among young couples, no research has examined attachment styles and marital quality in midlife marriages. We examined this issue using data from 429 married people between the ages of 40 and 50. Results indicated that insecure attachment styles were associated with marital quality, whereas secure attachment was not. These results suggest that EFT therapists can help midlife couples in distressed relationships move from insecure to secure attachment styles. However, the use of EFT to help these couples who have secure attachment styles is questioned.
2005-01-07T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/43
https://digitalcommons.unl.edu/context/famconfacpub/article/1042/viewcontent/Fam_Rel_2005__DC_version.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
attachment theory
Emotionally Focused Th erapy
marriage
midlife couples.
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1043
2007-02-08T20:21:05Z
publication:family_consumer_sci
publication:famconfacpub
Addressing the mental health needs of the rural underserved: Findings from a multiple case study of a behavioral telehealth project
Bischoff, Richard
Hollist, Cody S
Smith, Craig W.
Flack, Paul
Behavioral telehealth is a reasonable solution to the accessibility to mental health care problem that exists in many rural communities. This paper reports the results of a multiple case study of a behavioral telehealth program administered through a marriage and family therapy training program. The results suggest that mental health services can be effectively delivered using existing distance education technology to underserved rural populations. Rural communities have unique barriers to accessing mental health care, some of which can be overcome through the distance delivery of services and some of which cannot. In order to effectively deliver treatment, accommodations to the technology must be made by both therapist and client.
2004-06-08T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/44
https://digitalcommons.unl.edu/context/famconfacpub/article/1043/viewcontent/CFT_26_2004_for_DC.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
behavioral-telehealth
telecounseling
rural mental health
rural underserved
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1044
2007-02-08T22:08:19Z
publication:family_consumer_sci
publication:famconfacpub
Attrition Bias
Miller, Richard B.
Hollist, Cody S
Attrition bias is one of the major threats to multiwave studies, and it can bias the sample in two ways. First, attrition bias can affect the external validity of the study. If some groups of people drop out of the study more frequently than others, the subsequent longitudinal sample no longer resembles the original sample in the study. As a result, the remaining sample is not generalizable to the original population that was sampled. For example, a longitudinal sample examining the grieving process of women following the death of a spouse may fail to retain those participants who have become too distraught to fill out the questionnaire. The nonparticipation of this group may bias the findings of the study toward a minimization of depressive symptomatology as a component of the grieving process. In other words, the composition of the sample changes to the point that the results are no longer generalizable to the original population of widows.
2007-02-08T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/45
https://digitalcommons.unl.edu/context/famconfacpub/article/1044/viewcontent/Attrition_bias.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1045
2007-08-10T15:35:45Z
publication:family_consumer_sci
publication:famconfacpub
Lasting Learning Inspired by the Reggio Emilia Philosophy: Professional Development Experience Within the Chinese Context
Zhao, Wen
Edwards, Carolyn P.
Youngquist, Joan
Xiong, Wenzuo
In 2000, 1 became the educational program director for Half the Sky Foundation. Half the Sky Foundation was organized by a group of American parents, led by Jenny Bowen, who had adopted Chinese orphans from Chinese Social Welfare Institutions. After seeing their own daughters become happy and healthy in a warm and stimulating environment in the United States, these parents wanted to give something back to the children (predominately girls) who still remained in the institutions in China. Therefore, an educational program called the Little Sisters Program was developed, integrating Reggio Emilia principles, Chinese early childhood practice, and North American ideas about teacher development and preparation. Half the Sky believes that Malaguzzi's principle, "education based on relationships," is fundamental for orphanage children because they have fewer opportunities to form close and caring relationships with people and with their environment. The goal of Half the Sky Foundation is to enrich the lives and enhance the prospects of babies and children in China who still wait to be adopted as well as those who will spend their childhood in orphanages. With the support and collaboration of Carolyn Edwards, my doctoral advisor at the University of Nebraska, Lincoln, I developed a professional development curriculum for the teachers we were hiring for the Little Sisters Preschool Enrichment Programs, serving children aged 18 months to 7 years. Currently, I provide supervision and professional development every eight weeks at 11 orphanages in China. There are about 60 teachers working in the Little Sisters Programs, and they serve over 200 children. There are also Infant Nurture Centers for children under 18 months, and Big Sister Programs for children over seven.
2003-09-10T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/46
https://digitalcommons.unl.edu/context/famconfacpub/article/1045/viewcontent/Innovations_article.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:dcnlfacpub-1005
2016-08-04T17:41:51Z
publication:cbbbpapers
publication:cbbb
publication:psychfacpub
publication:dcnlfacpub
publication:family_consumer_sci
publication:devcogneurolab
publication:psychology
publication:famconfacpub
Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years
Espy, Kimberly
Molfese, Dennis L.
Molfese, Victoria J.
Modglin, Arlene
A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.
2004-11-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/dcnlfacpub/6
https://digitalcommons.unl.edu/context/dcnlfacpub/article/1005/viewcontent/Espy_AD_2004_Development_auditory__DC_VERSION.pdf
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
DigitalCommons@University of Nebraska - Lincoln
Neurosciences
oai:digitalcommons.unl.edu:dcnlfacpub-1012
2018-01-09T17:33:38Z
publication:dcnlfacpub
publication:family_consumer_sci
publication:devcogneurolab
publication:famconfacpub
Effects of environmental measures on intelligence in young children: Growth curve modeling of longitudinal data
Espy, K. A.
Molfese, Victoria J.
DiLalla, L.
Examined the effects of different environmental measures on individual intellectual growth patterns in 105 young children participating in a longitudinal study. Intelligence (Stanford-Binet, 4th edition) was measured at ages 3 through 6 yrs, and child's environment was assessed at age 3 years using SES data and scores on the Home Observation for Measurement of the Environment (HOME) Inventory. Growth curve analyses revealed that HOME scores exerted a constant influence on the expected composite, verbal, and nonverbal intellectual skills at each age. Only SES influenced the rate of growth, specifically nonverbal intellectual skills. The magnitudes of these effects were moderate, but consistent, regardless of whether age-standardized or subscale raw scores were analyzed. These findings confirm that HOME and SES scores are more than just different types of measures of the child's environment.
2003-11-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/dcnlfacpub/13
https://digitalcommons.unl.edu/context/dcnlfacpub/article/1012/viewcontent/Effects_of_environment_on_intelligence_in_children___Growth_curve_modeling_of_longitudinal_data.pdf
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
DigitalCommons@University of Nebraska - Lincoln
Neurosciences
oai:digitalcommons.unl.edu:dcnlfacpub-1024
2018-01-09T17:39:09Z
publication:cbbbpapers
publication:cbbb
publication:dcnlfacpub
publication:family_consumer_sci
publication:devcogneurolab
publication:famconfacpub
The predictive use of event-related potentials in language development and the treatment of language disorders
Molfese, Dennis L.
Molfese, Victoria J.
Espy, K. A.
Attempts to relate what is currently known regarding the brain's involvement in language processing during the early years of life. The authors focus on the event related potential (ERP) as a means to study the neuroelectrical correlates of language in the brains of infants and children. After reviewing general information concerning ERPs and language, this presentation relates how neonatal ERP measures of phonetic discrimination predict later language and reading abilities.
1999-11-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/dcnlfacpub/25
https://digitalcommons.unl.edu/context/dcnlfacpub/article/1024/viewcontent/The_predictive_use_of_event_related_potentials_in_language_development_and_the_treatment_of_language_disorders.pdf
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
DigitalCommons@University of Nebraska - Lincoln
Neurosciences
oai:digitalcommons.unl.edu:famconfacpub-1046
2017-10-09T15:01:53Z
publication:family_consumer_sci
publication:famconfacpub
IT TAKES TIME: IMPACTS OF EARLY HEAD START THAT LEAD TO REDUCTIONS IN MATERNAL DEPRESSION TWO YEARS LATER
Chazan-Cohen, Rachel
Ayoub, Catherine
Alexander Pan, Barbara
Roggman, Lori
Raikes, Helen
McKelvey, Lorraine
Whiteside-Mansell, Leanne
Hart, Andrea
The Early Head Start Research and Evaluation Project, a random-assignment evaluation, found a broad pattern of positive impacts for children and families. However, there were no program impacts on depression or use of mental health services by the time children reached age 3, at the end of the Early Head Start (EHS) program. This paper presents recent findings from the follow-up study in the spring prior to the children entering kindergarten, when a positive program impact emerged for reducing maternal depression. Results show that earlier program impacts on children and parents (when children were 2 and 3 years of age) mediated, or led to, the delayed impact on maternal depression. The combination of the most promising child factors accounted for over 57% of the later impact on depression, while the most promising parent factors accounted for over 35% of the later impact on depression. Implications for EHS programs are discussed.
2007-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/47
https://digitalcommons.unl.edu/context/famconfacpub/article/1046/viewcontent/Raikes_IMHJ_2007_It_takes_time__postable.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1047
2007-12-06T17:06:43Z
publication:family_consumer_sci
publication:famconfacpub
Marital Satisfaction and Depression: A Replication of the Marital Discord Model in a Latino Sample
Hollist, Cody S
Miller, Richard
Falceto, Olga G.
Fernandes, Carmen Luiza C.
The Marital Discord Model of Depression maintains that marital discord is an important antecedent in the development of depression. Although empirical evidence supports this premise, none of this research has been done with Latinos. The purpose of this study was to test the longitudinal relationship between marital satisfaction and depression among 99 Brazilian women. Using structural equation modeling, results indicated that marital satisfaction was a strong predictor of depression 2 years later. Marital satisfaction was also related to co-occurring depression. These results provide evidence that the Marital Discord Model of Depression is an appropriate theoretical model for the conceptualization of marital discord and depression with Latina women and suggest the potential utility of using couples therapy for treating depression among this population.
2007-12-06T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/48
https://digitalcommons.unl.edu/context/famconfacpub/article/1047/viewcontent/Hollist_FP_2007_Marital_satisfactionj__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Depression
Marital Satisfaction
Marital Discord Model of Depression
Latino
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1048
2008-08-27T19:26:03Z
publication:family_consumer_sci
publication:famconfacpub
Family income and attitudes toward older people in China: comparison of two age cohorts
Xie, Xiaolin
Xia, Yan Ruth
Liu, Xiaofan
Three hundred and five traditional college students and 159 baby boomers (40–55 years old) in China participated in the study with Kogan’s Attitude toward Old People [Kogan (1961) Journal of Abnormal and Social Psychology, 62(1), 44–54] being used. Results from ANOVA showed overall, baby boomers held more positive attitudes toward older people than college students. There was a significant interaction effect between cohorts and family income; that is, the lower family income group in both samples did not differ significantly from each other, it was in the higher family income group that difference was revealed. Baby Boomers in the higher family income group held more positive attitudes toward older people than students in the same family income group. Gender was not a significant factor in either sample. Stepwise regression analyses revealed that family income was a significant predictor of attitude in the Baby Boomer sample, but not in the college student sample.
2007-03-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/49
https://digitalcommons.unl.edu/context/famconfacpub/article/1048/viewcontent/Xia_JFEI_2007_Family_income__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
attitudes toward older people
baby boomers
college students
income
People’s Republic of China
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1050
2018-11-21T01:06:12Z
publication:family_consumer_sci
publication:famconfacpub
Individual and Familial Stressors Among Rural Nebraskan, Bilingual, Paraprofessional Educators
Dalla, Rochelle L.
Lopez, William E.
Jones, Vicky O.
Xia, Yan Ruth
Individual (e.g., depression, learning styles) and familial (e.g., social support) factors affecting the psychosocial well-being of bilingual, rural Nebraska, paraprofessional educators were examined. Of 26 participants, 15 were first and 5 were second generation Hispanic immigrants. All were currently (n = 20) or formerly (n = 6) involved in an online, distance education, bachelor’s degree program in elementary education, with English as a second language certification. Results from data analyses are presented, as are suggestions for working with unique populations.
2006-08-27T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/50
https://digitalcommons.unl.edu/context/famconfacpub/article/1050/viewcontent/Xia_JHHE_Individual__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1051
2008-08-27T19:37:12Z
publication:family_consumer_sci
publication:famconfacpub
BOOK REVIEW: <i>Towards a Chinese Conception of Social Support: A Study on the Social Support Networks of Chinese Working Mothers in Beijing</i> by Angelina W. K. Yuen-Tsang
Xia, Yan Ruth
Zhou, Zhi
Towards a Chinese Conception of Social Support shows a profound understanding of a relation-oriented society (Liang, 1974) and captures the nature of traditional Chinese social support systems in urban China. It conceptualizes the underlying social support available for working mothers as “Chinese communal support networks.” These networks are characterized by the pooling of network resources, holistic provision of support, rigid boundaries between insiders and outsiders, and a strong sense of reciprocity throughout life. The research method is well justified, and the credibility of the findings is enhanced by the measures and data analysis. Methods used include focus groups, participant observations, revisits with the interviewees, theoretical sampling, triangulation, peer debriefings, and member checks.
1999-08-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/51
https://digitalcommons.unl.edu/context/famconfacpub/article/1051/viewcontent/Xia_JMF_1999_Review_of_Yuen_Tsang__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1052
2008-08-27T19:45:36Z
publication:family_consumer_sci
publication:famconfacpub
Chinese Adolescents’ Decision-Making, Parent-Adolescent Communication and Relationships
Xia, Yan Ruth
Xie, Xiaolin
Zhou, Zhi
Defrain, John
Meredith, William H.
Combs, Raedene
The present study described Mainland Chinese adolescents’ decision-making, and examined the relationship among their decision-making involvement, parent-adolescent communication and relationship variables by using Structural Equation Modeling. Results demonstrated that Chinese parents appeared to be less authoritarian than the prevailing literature had described. Chinese adolescents experienced a passage of autonomy development similar to that of their American counterparts. Good parent-adolescent communication was positively associated with cohesion and negatively associated with conflict. It also mediated the relationship between adolescent age and parent-adolescent conflict. The relationships between parent-adolescent communication and cohesion as well as the relationship between adolescents’ age and decision involvement were significantly different for boys and girls.
2004-08-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/52
https://digitalcommons.unl.edu/context/famconfacpub/article/1052/viewcontent/Xia_MFR_2004_Chinese_adolescents.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Chinese adolescents
decision-making
parent-adolescent communication
parent-adolescent relationships
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1053
2013-08-26T16:03:11Z
publication:family_consumer_sci
publication:famconfacpub
Chinese Family Strengths and Resiliency
Xu, Anqi
Xie, Xiaolin
Liu, Wenli
Xia, Yan Ruth
Liu, Dalin
Chinese family and marriage strengths and challenges are delineated in this article, including equity in marriage, affection, the ability to adapt to changes, mutual trust, compatibility, harmony, and family support. Despite the fact that Chinese households are getting smaller as a result of governmental policy and the broadening of housing markets, families remain crucial support networks, especially in the areas of socialization and intergenerational relationships. Current research on Chinese marriages and families is cited, outlining attitudinal changes regarding mate selection, divorce, and childbirth between genders, between older and younger generations, and between urban and rural residents.
2007-08-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/53
https://digitalcommons.unl.edu/context/famconfacpub/article/1053/viewcontent/Xia_MFR_2007_Chinese_family.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Chinese families and marriages
family strengths
family resiliencies
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1054
2008-08-27T19:53:09Z
publication:family_consumer_sci
publication:famconfacpub
Impacts of Parents’ Divorce on Chinese Children: A Model with Academic Performance as a Mediator
Xu, Anqi
Zhang, Jiehai
Xia, Yan Ruth
The study examined the impact of parents’ divorce on Chinese children’s well-being. A Chinese theoretical model was tested using Structural Equation Modeling. The sample consisted of 940 Chinese children aged 6-16. The well-being of children from divorced families was compared with that of two-parent and widowed families. The results showed that children’s academic performance mediated the negative impact of divorce on children’s well-being. The societal discriminating attitude towards divorce and single-parent families had a strong negative effect on the children’s well-being. Parenting skills of the custodial parent had more influence on the children’s well-being than the marital conflicts prior to the divorce. Supports from the extended families counterbalanced some negative effects associated with divorce.
2007-08-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/54
https://digitalcommons.unl.edu/context/famconfacpub/article/1054/viewcontent/Xia_MFR_2007_Impacts_of_parents.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Academic performance
Chinese children
divorce
wellbeing
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1055
2008-09-11T14:12:06Z
publication:family_consumer_sci
publication:famconfacpub
Strengths and Challenges in Chinese Immigrant Families
Xie, Xiaolin
Xia, Yan
Zhou, Zhi
This qualitative study involved interviewing 40 Chinese Americans residing in Lincoln and Omaha, NE. and Naperville, IL, on their perceptions of family strengths and acculturative stress. Themes related to family strengths include family support leading to achieving a renewed sense of family, contextual support from friends and community, communication among family members. spiritual well-being, and balancing host and heritage cultures. Themes pertaining to acculturative stress are language barriers, loneliness, and loss of social status and identity at the early stage of immigration. New dimensions are being added to the current family strengths model Implications for health professionals are provided.
2004-10-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/55
https://digitalcommons.unl.edu/context/famconfacpub/article/1055/viewcontent/Xia_GPR_2004_Strengths_challenges.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
acculturation
Chinese immigrants
family strengths model
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1058
2008-09-17T20:17:06Z
publication:spec_ed
publication:specedfacpub
publication:family_consumer_sci
publication:college_educhumsci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Students Learn about Documentation throughout Their Teacher Education Program
Edwards, Carolyn P.
Churchill, Susan
Gabriel, Mary
Heaton, Ruth
Jones-Branch, Julie
Marvin, Christine
Rupiper, Michelle
Study groups and learning circles can offer a systematic way for early childhood teachers to interact about their work and create a culture of professional development. This paper describes how faculty systematically followed a collaborative co-inquiry process in order to improve a new early childhood interdisciplinary teacher preparation program. The team met on a regular basis throughout one academic year, with the stated objective of infusing observation/documentation knowledge and skills in a coherent and systematic way throughout the students’ program of studies. The group created a template of the cycle of inquiry, which could apply to all courses, and analyzed the documentation process along a series of skill dimensions: (1) level that students are expected to achieve (awareness, application, refinement/integration); (2) focus of the students’ observations (who, what, where, when, how); (3) width of the lens of observation (e.g., focused narrowly on one dimension of behavior or widely on a whole classroom environment); (4) intended audience of the completed documentation (e.g., children, parents, professional colleagues); and (5) finished product of documentation (e.g., project panel, memory book, slide presentation). The co-inquiry process allowed the faculty to improve the ways that the program helps students move from an awareness level toward a practitioner level in using observation and documentation. The students’ reflections and finished work suggest how they learned to promote children’s learning, partner with parents, and come to think of themselves as “professionals” in their field.
2007-09-17T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/58
https://digitalcommons.unl.edu/context/famconfacpub/article/1058/viewcontent/Edwards_ECRP_2007.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1057
2008-09-17T19:47:57Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Nurturing Care for China’s Orphaned Children
Cotton, Janice N.
Edwards, Carolyn P.
Zhao, Wen
Gelabert, Jerònia Muntaner
As the number of children orphaned or abandoned worldwide rises, we worry about their rights and welfare. Children without parents or loving guardians are vulnerable to neglect, poor health care, and diminished education. Many come to live in institutions where they may experience a host of long-term problems, including malnutrition, growth retardation, sensory processing difficulties, behavioral and attachment disorders, and cognitive and language delays (e.g., Rutter, Quinton, & Hill 1990; Judge 1999; Zeanah 2000; Beckett et al. 2002). Yet, people are finding helpful solutions. Half the Sky Foundation (HTS) conducts infant nurture and preschool enrichment programs that dramatically enhance the quality of life and the development of orphaned children living in Chinese state-run institutions. Launched as two small pilots in 2000 by founder Jenny Bowen and a group of American adoptive parents, Half the Sky (www.halfthesky.org) operates today in partnership with the Chinese government in 34 state-run welfare institutions in 12 municipalities and provinces. The foundation serves over 3,500 children and adolescents, without regard to gender or disability, with funding from individual, foundation, and corporate donors worldwide. More than 12,000 children have benefited already from HTS programs. This article describes the programs for the youngest children: infants, toddlers, and preschoolers.
2007-11-17T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/57
https://digitalcommons.unl.edu/context/famconfacpub/article/1057/viewcontent/Edwards_BTJ_2007_Nurturing.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1059
2008-09-25T18:21:29Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
FILASTROCCA PRESCHOOL IN PISTOIA, ITALY: Promoting Early Literacy through Books and the Imagination: A Conversation with Alga Giacomelli (Library Teacher),
Edwards, Carolyn P.
Gandini, Lella
This manuscript is composed as if a ‘conversation,’ to let readers hear the different perspectives of the speakers. The chief source is the lecture prepared by Alga Giacomelli to accompany her presentation, The Space of Identity, 2005 Secondary sources are direct quotes from school documents and interviews (with approval and review of system administrators). The authors wish to acknowledge the children, families, and teachers of Filastrocca Preschool as the co-creators of this book. Special thanks to the Burchietti family who allowed the video team of Bambini: Early Care and Education in Pistoia, Italy, a Child-Friendly City (Video, 2003) to come into their home and meet their children, all of whom had attended Filastrocca. Several people worked with Carolyn Edwards at the University of Nebraska to translate documents and interviews. The parent handbook, Filastrocca, Public Preschool, was published in June, 2004, by the Municipality of Pistoia and translated into English by Silvia Betta, 2006. The booklet, The First Days at Filastrocca Preschool, was also translated by Silvia Betta in 2006, as was the lecture and slide presentation, The Space of Identity. Eva Prettyman Castellana and Giuseppe Castellana, and Anton and Nunzia Allen, translated many of the background tapes and interviews that informed the process of this book.
2008-09-25T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/59
https://digitalcommons.unl.edu/context/famconfacpub/article/1059/viewcontent/Filastrocca_Preschool_in_Pistoia__Italy.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1061
2008-09-25T18:29:59Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
NURTURING CARE FOR CHINA’S ORPHANED CHILDREN: HALF THE SKY FOUNDATION BABY SISTERS AND LITTLE SISTERS PROGRAMS
Edwards, Carolyn P.
Cotton, Janice N.
Zhao, Wen
Gelabert, Jerònia Muntaner
Bowen, Jenny
As the number of the world’s orphaned and abandoned children continues to increase, worry escalates among those concerned about their rights and welfare. Yet, people are finding some helpful solutions. This paper describes an international foundation called Half the Sky’s success in providing infant nurture and preschool enrichment programs, in partnership with Chinese national and provincial governments, through a coherent blend of cultural practices in curriculum and program operation. Both programs foster emotional intelligence and self-esteem, in a way that promotes peace education. Half the Sky opened two pilot programs in 2000 and today operates in 30 institutions in 12 municipalities and provinces across China, serving over 3,500 orphaned children. This presentation focuses on curriculum and the methods of nanny and teacher training. The infant nurture programs demonstrate that infants and toddlers in large institutional nurseries can begin to thrive from nanny care and attention in a stimulating playroom where the babies receive responsive attention that follows their actions, interests, and initiatives. Likewise, the preschool enrichment programs show that children aged 2 to 6 can become curious, eager, competent learners given the chance to participate in education led by teachers trained to provide child-centered play and learning activities based on the Italian Reggio Emilia approach.
2007-04-22T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/61
https://digitalcommons.unl.edu/context/famconfacpub/article/1061/viewcontent/WAECE_Conference_paper.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1060
2008-09-25T18:24:34Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
PARENT ENGAGEMENT AND SCHOOL READINESS: PARENT-CHILD RELATIONSHIPS IN EARLY LEARNING
Edwards, Carolyn P.
Sheridan, Susan M., Dr.
Knoche, Lisa
Parental behavior during a child’s first five years of life is critical for the development of important social and cognitive outcomes in children that set the stage for life-long adaptation and functioning. This chapter will review some of the key findings about the importance of parent-child relationships in early learning. Three dimensions of parent behavior will be described as “parental engagement”: (a) warmth and sensitivity, (b) support for a child’s emerging autonomy, and (c) active participation in learning. Cross-cultural variations in which the styles of these behaviors are expressed will also be considered.
2008-09-25T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/60
https://digitalcommons.unl.edu/context/famconfacpub/article/1060/viewcontent/Parental_Engagement_and_School_Readiness.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:greatplainsresearch-1519
2009-07-14T15:27:03Z
publication:greatplainsstudies
publication:family_consumer_sci
publication:greatplainsresearch
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
The Role of Research and Scholarship in Enhancing the Quality of Life for Latinos on the Great Plains
Carranza, Miguel A.
Carlo, Gustavo
de Guzman, Maria Rosario
The preamble to The Convention on the Rights of the Child, "recalls the basic principles of the United Nations and specific provisions of certain relevant human rights treaties and proclamations; reaffirms the fact that children, because of their vulnerability, need special care and protection; and places special emphasis on the primary caring and protective responsibilities of the family, the need for legal and other protection of the child before and after birth, the importance of respect for the cultural values of the child's community, and the vital role of international cooperation in achieving the realization of children's rights" (UNICEF 2001). The United Nations Convention on the Rights of Children developed a document that could well apply to any human group that meets their definition of a child. For example, if we were to substitute the terms "child" or "children" for "ethnic minority" or "ethnic minorities," we might envision a prosperous and moral society that would uphold and apply these basic human rights and standards of conduct towards all of its people. Ethnic minorities, are by definition, individuals who are vulnerable, need special care and protection, have needs for legal protection, and demand respect for their cultural values and traditions. The articles of the main provisions of this document call for non-discrimination, implementation of rights, survival and development, preservation of identity, freedom of expression, thought, conscience, and religion, access to quality health services, medical services, education, due process of justice and assistance in preparing and presenting their defense, and the right to practice their own culture and language, among many other provisions. This special issue on Latinos on the Great Plains is dedicated to ensuring the rights, freedom, and privileges to which all human beings are entitled.
2000-10-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/greatplainsresearch/527
https://digitalcommons.unl.edu/context/greatplainsresearch/article/1519/viewcontent/8___The_Role_of_Research.pdf
Great Plains Research: A Journal of Natural and Social Sciences
DigitalCommons@University of Nebraska - Lincoln
Other International and Area Studies
oai:digitalcommons.unl.edu:famconfacpub-1062
2018-11-29T00:54:41Z
publication:family_consumer_sci
publication:famconfacpub
Engaging Latinos in Culturally Specific Educational Programming: A Multidisciplinary Approach
Springer, Paul R.
Hollist, Cody S
Buchfink, Karen
Results from the 2000 United States census highlighted that the Latino population had exceeded the African American population as the largest U.S. minority group. Furthermore, during the past 20 years, migration patterns for Latino families have spread throughout the West, Midwest, and South and not merely in the border states. To meet the rising educational and human service needs, professionals have sought to develop programs that are effective at helping the Latino populations. This article presents a theoretical model for engaging Latinos in family and consumer science education and outreach programs. The model was designed for family and consumer science educators and draws from both the education and human service literature. A case study is used to outline the application of the model and suggestions for implementation are described.
2009-03-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/62
https://digitalcommons.unl.edu/context/famconfacpub/article/1062/viewcontent/Hollist_FCSRJ_2009_Engaging_Latinos__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
engaging Latinos
culturally specific programs
teacher family involvement
parent education
parent teacher programs
Bilingual, Multilingual, and Multicultural Education
Family, Life Course, and Society
Race and Ethnicity
oai:digitalcommons.unl.edu:famconfacpub-1063
2009-07-14T15:18:44Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Prosocial Behaviors in Context: Examining the Role of Children’s Social Companions
de Guzman, Maria Rosario
Carlo, Gustavo
Edwards, Carolyn P.
This study examines the role of immediate social companions in the prosocial behaviors of children from two cultural communities from the USA and the Philippines. Materials for this study comprised behavioral observations drawn from the Six Cultures Study—with 612 five-minute observations of 23 children (12 girls, 11 boys) from Orchard Town, MA, and 570 observations of 24 children (12 girls, 12 boys) from Tarong, Philippines, ranging in age from 3 to 11 years. Data were coded for instances of prosocial behaviors, as well as characteristics of social companions (age and relationship to actor). Results revealed several interesting findings. First, frequency of children’s behaviors varied as a function of the age of their social companions. Children generally directed the highest number of prosocial behaviors towards infants and toddlers, except for younger children’s prosocial behaviors towards relatives which were directed mostly towards adults. Second, frequency of prosocial behaviors varied as a function of kinship, but differently for the community groups. Tarong children were generally more prosocial towards relatives, while Orchard Town children showed more prosocial behaviors towards non-relatives. Results highlight the role of immediate contexts in prosocial behaviors of children, and the value of using cross-cultural methodology to examine contextual factors in developmental processes.
2008-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/65
https://digitalcommons.unl.edu/context/famconfacpub/article/1063/viewcontent/de_Guzman_IJBD_2008_Prosocial_behaviors__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1065
2009-07-14T15:21:55Z
publication:family_consumer_sci
publication:famconfacpub
Children's Social Behaviors and Peer Interactions in Diverse Cultures
Edwards, Carolyn P.
de Guzman, Maria Rosario
Brown, Jill
Kumru, Asiye
Cultural socialization has long interested behavioral and social scientists, but recent advances in theory and methodology have allowed researchers to construct new and more powerful theoretical frameworks for conceptualizing the complex ways in which children interact with their environments during the course of development. Studies of childhood socialization in the classic tradition of cross-cultural research were static in their approach to analyzing underlying processes because of limitations in the theories and methods available at the time they were conducted. Many studies, for example, involved straightforward associations or comparisons of levels of parental socialization pressure (the antecedent condition) with children's social or cognitive behavior (the consequent condition). In contrast, using new theoretical and methodological tools, researchers today can go beyond testing predictions about how differences in childhood environments may predict group differences in some kind of child characteristic and instead consider dynamic and transactional child-environment relations. For instance, current researchers have employed theoretical frameworks from social-cognitive development, Vygotskian psychology, and cultural psychology to characterize the children and their contexts in reframed ways and to highlight such themes as self-socialization and guided participation in cultural socialization.
2006-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/63
https://digitalcommons.unl.edu/context/famconfacpub/article/1065/viewcontent/de_Guzman_PRICC_2006_Childrens_social__OPTIMUS.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1064
2009-07-14T15:20:39Z
publication:family_consumer_sci
publication:famconfacpub
Culture-Related Strengths Among Latin American Families: A Case Study of Brazil
Carlo, Gustavo
Koller, Silvia
Raffaelli, Marcela
de Guzman, Maria Rosario
We provide an analysis of culturally-specific strength characteristics associated with families in Brazil. The focus is on familism and familial interdependence, the role of the extended family, cooperative and prosocial tendencies, a collective orientation, and the closing gender gap. The article is divided into four sections. First, we provide some background information on the demographics and history of Brazil. Second, the family strength characteristics are discussed. Third, case studies are briefly presented to illustrate the protective role of the characteristics. And fourth, we discuss the implications of the strengths-based approach to studying families for theories, research, and program development.
2007-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/64
https://digitalcommons.unl.edu/context/famconfacpub/article/1064/viewcontent/de_Guzman_MFR_2007_Culture_related_strengths.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1066
2009-02-19T18:37:31Z
publication:family_consumer_sci
publication:famconfacpub
Social Roles and Moral Reasoning: A Case Study in a Rural African Community
Harkness, Sara
Edwards, Carolyn P
Super, Charles
This study explores relationships among moral reasoning (as measured by the Kohlberg scale of moral development), social roles, and cultural context among the elders in a small, traditional Kipsigis community of western Kenya. Six traditional leaders—men who were considered morally outstanding by their neighbors and who were frequently called on to help settle local disputes—were interviewed, using an adapted version of the Kohlberg moral dilemmas; six men who were similar to the leaders in age, education, religion, and wealth but who were not considered moral leaders were also interviewed. The leaders scored slightly but significantly higher than the nonleaders on Kohlberg’s scale. All of the men’s responses, however, were in the Stages 2–4 range, with no representation of the two highest stages. The cultural values expressed by the men’s responses are discussed in relation to their own roles in the community and in relation to the structure of traditional Kipsigis society, and Kohlberg’s theory is critically reexamined.
1981-09-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/66
https://digitalcommons.unl.edu/context/famconfacpub/article/1066/viewcontent/Edwards_DP_1981_Social_Roles__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1067
2019-11-17T16:37:08Z
publication:family_consumer_sci
publication:famconfacpub
Gender and Age Differences in Brazilian Children’s Friendship Nominations and Peer Sociometric Ratings
de Guzman, Maria Rosario
Carlo, Gustavo
Ontai, Lenna
Koller, Silvia
Knight, George P.
The purpose of this study was to examine gender- and age-related patterns of friendship preferences among Brazilian children. In particular, we examined: (a) children’s same-sex friendship preference, and its greater intensity among older children; (b) higher exclusivity among girls and higher inclusiveness among boys; and (c) generally higher exclusivity and inclusiveness among older children. Participants were 210 (110 boys, 100 girls) public school students from Brazil who ranged in age from 3.0 to 10.5 years of age. Children were asked to nominate their best friends and to rate how much they liked and disliked each of their other classmates. Children generally nominated more of same-sex peers as best friends and gave more negative ratings to their cross-sex peers. These same-sex preferences were more intense at the older age groups. Girls and older children gave more negative peer ratings and nominated fewer best friends than boys and younger children. However, the oldest age group gave significantly fewer negative peer ratings than did the younger groups—both in their same-sex and overall negative peer ratings. Results are generally consistent with patterns found in prior studies with children from the United States, but unique gender and age-related patterns also emerged.
2004-08-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/67
https://digitalcommons.unl.edu/context/famconfacpub/article/1067/viewcontent/de_Guzman_SR_2004_Gender_and_age__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1068
2009-06-24T16:46:18Z
publication:family_consumer_sci
publication:famconfacpub
Providers’ Perspectives on Troublesome Overusers of Medical Services
Bischoff, Richard
Hollist, Cody S
Patterson, JoEllen
Williams, Lee
Prest, Layne
Barkdull, Matthew D.
The purpose of this study was to better understand providers’ perspectives of and experiences with frequent users of medical services. Focus group interviews were con¬ducted with physicians in San Diego, California, and Omaha, Nebraska. Indicators of problematic patient overuse of medical services were identified as well as the common physician experience of overuse that is troublesome and problematic. Qualitative data analysis revealed that physicians did not consider patient overuse, by itself, to be problematic. Overuse became problematic and troublesome when patient behavior violated the physician-patient relationship of trust. All participants described a distinct negative physiological reaction to these patients.
2007-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/68
https://digitalcommons.unl.edu/context/famconfacpub/article/1068/viewcontent/Hollist_FSH_2007_Providers_perspectives__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1069
2009-09-15T03:21:06Z
publication:family_consumer_sci
publication:famconfacpub
AUSTRALIAN FAMILIES, CULTURES, AND ENVIRONMENTS: An Annotated Bibliography
Geggie, Judi
DeFrain, John
DeFrain, Nikki
Blyton, Greg
Holt, Leanne
This annotated bibliography of books and other cultural resources is offered to readers interested in developing a broad and inclusive understanding of Australian families and the cultural, social, political, economic, historical, and geographic environment in which they live. The contributions of Indigenous Australians, which date back 40,000 to 60,000 years are especially emphasized here.
2009-05-05T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/69
https://digitalcommons.unl.edu/context/famconfacpub/article/1069/viewcontent/Australian_Annotated_Bibliography__May_5__2009.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Australian families
Australian cultures
Australian environments
annotated bibliography
Comparative Literature
Cultural History
Family, Life Course, and Society
Race and Ethnicity
Social History
oai:digitalcommons.unl.edu:psychfacpub-1401
2009-10-01T20:29:47Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
The Early Development of Gender Differences
McIntyre, Matthew H.
Edwards, Carolyn P
This article reviews findings from anthropology, psychology, and other disciplines about the role of biological factors in the development of sex differences in human behavior, including biological theories, the developmental course of sex differences, and the interaction of biological and cultural gendering processes at different ages. Current evidence suggests that major biological influences on individual differences in human gender, to the extent that they exist, operate primarily in early development, during and especially prior to puberty. Biological effects are likely to be mediated by relatively simple processes, like temperament, which are then elaborated through social interactions (as with mother and peers) into more complex gendered features of adult personality. Biological anthropologists and psychologists interested in gender should direct more attention to understanding how social processes influence the development and function of the reproductive endocrine system.
2009-10-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/psychfacpub/402
https://digitalcommons.unl.edu/context/psychfacpub/article/1401/viewcontent/Edwards_ARA_2009_Gender_differences__DC_VERSION.pdf
Department of Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
reproductive ecology
evolutionary psychology
patriarchy
dominance
temperament
Psychiatry and Psychology
oai:digitalcommons.unl.edu:cyfsfacpub-1005
2016-06-17T22:28:23Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood
Knoche, Lisa L.
Sheridan, Susan M.
Edwards, Carolyn P.
Osborn, Allison Q.
The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were investigated. Digital videotaped records of professionals engaged in home visits with families across both treatment and comparison conditions were coded objectively using a partial–interval recording system to identify and record early childhood professionals’ implementation of intervention strategies and their effectiveness in promoting parent engagement and interest in their child. Adherence, quality of intervention delivery, differentiation between groups, and participant responsiveness were assessed as multiple dimensions of fidelity. Early childhood professionals in the treatment group relative to the comparison group demonstrated greater frequency of adherence to some intervention strategies, as well as higher rates of total strategy use. In addition, significant positive relationships were found between years of experience, education and quality of intervention delivery. Quality of intervention delivery was different by program type (Early Head Start versus Head Start). Adherence in the treatment group was correlated with the rate of contact between parent and early childhood professional during the home visit.
2010-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/6
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1005/viewcontent/Edwards_ECRQ_2009_Implementation__DC_VERSION.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
implementation fidelity
early childhood intervention
school readiness
parent engagement
family-centered
ecological
professional development
Head Start
Early Head Start
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1008
2010-04-14T19:29:44Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Preconventional Morality
de Guzman, Maria Rosario T.
preconventional morality n. In Kohlberg's theory of moral development, this is the first and lowest level of reasoning, characterized by egocentric concerns and a focus on concrete consequences of actions. Two stages compose this level of moral reasoning. In stage 1, obedience/ punishment orientation, children base their moral judgments on avoidance of physical punishment and unquestioning obedience to authority figures, particularly because of their ability to mete out physical punishment. In stage 2, individualism and exchange, also called instrumental relativism, children begin to understand that people hold multiple perspectives but judge morality of actions in terms of the practical benefits that can be gained by those behaviors. For instance, children will judge that actions are appropriate if concrete gains can be obtained. Children ages 4 to 10 are often considered to be in this level of moral reasoning.
2009-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/8
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1008/viewcontent/de_Guzman_CDP_2009_Preconventional.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1009
2010-04-14T19:31:52Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Postconventional Morality
de Guzman, Maria Rosario
postconventional morality n. In Kohlberg's theory of moral development, this is the third and highest level of reasoning, characterized by a reliance on autonomous moral principles. Two stages compose this level of moral reasoning. In stage 5, social contract orientation, individuals base their moral judgments on the degree to which actions promote commonly agreed upon laws and rules. Unlike in earlier stages, rules are not obeyed simply to avoid punishment (stage 1) or to obey authority for authority's sake blindly (stage 4), but because they represent social contracts agreed upon by the larger society and are based on principles that benefit the greater majority. Rules are seen as flexible, depending on their continued utility. In stage 6, ethical principle orientation, moral reasoning is based on self-chosen ethical principles which are abstract, universal, and context free. These principles are maintained because they are ends in themselves, rather than means to an end. It has been argued that the postconventional level of morality can only be found in complex urban societies (both Western and non-Western).
2009-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/9
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1009/viewcontent/de_Guzman_CDP_2009_Postconventional.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1011
2010-04-15T03:37:41Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Food insecurity and maternal depression in rural, low-income families: A longitudinal investigation
Huddleston-Casas, Catherine
Charnigo, Richard
Simmons, Leigh Ann
Objective: The purpose of the present study was to examine the relationship between household food insecurity and maternal depression in a rural sample to determine whether food insecurity predicted mothers’ depression over time or vice versa. Design: The study employed a prospective design using three waves of data from ‘Rural Families Speak’, a multi-state study of low-income rural families in the USA. Food insecurity was measured using the Core Food Security Module and depression was measured using the Center for Epidemiologic Studies–Depression Scale. A structural equation model was fit to the data using the AMOS software package. Setting: Sixteen states in the USA (California, Indiana, Kentucky, Louisiana, Massachusetts, Maryland, Michigan, Minnesota, Nebraska, New Hampshire, New York, Ohio, Oregon, South Dakota, West Virginia, Wyoming) between 2000 and 2002. Subjects: Subjects included 413 women with at least one child under the age of 13 years living in the home. Results: Findings based on the 184 subjects with complete data indicated that the causal relationship between household food insecurity and depression is bidirectional (P = 0.034 for causation from depression to food insecurity, P = 0.003 for causation from food insecurity to depression, χ2/df = 1.835, root-mean-square error of approximation = 0.068, comparative fit index = 0.989). Findings based on all 413 subjects after imputation of missing values also indicated bidirectionality. Conclusions: The recursive relationship between food insecurity and depression has implications for US nutrition, mental health and poverty policies. The study highlights the need to integrate programs addressing food insecurity and poor mental health for the population of rural, low-income women.
2008-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/11
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1011/viewcontent/Huddleston_PHN_2008_Food_insecurity_CUP.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Food insecurity
Depression
Rural women
United States
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1010
2010-04-14T19:33:26Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Conventional Morality
de Guzman, Maria Rosario
conventional morality n. In Kohlberg's theory of moral development, this is the second level of moral reasoning, characterized by an awareness and focus on societal laws, norms, and rules. Two stages comprise this level of moral reasoning. In stage 3, good-boy-good-girl orientation, individuals judge behaviors on the basis of how closely actions conform to accepted norms of behavior, and what is considered appropriate or is approved of by others. In stage 4, authority orientation, individuals judge actions on the basis of their adherence to authority and rules, and insofar as they main- tain the social order or fulfill obligations. In this stage, there is respect for rules, authority, and the social order not because of any underlying principles or the benefits that can be reaped but because of unquestioning respect for authority. Youth in the early to mid-adolescent years are typically categorized in this level of moral reasoning.
2009-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/10
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1010/viewcontent/de_Guzman_CDP_2009_Conventional.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:famconfacpub-1071
2010-10-29T15:38:24Z
publication:family_consumer_sci
publication:famconfacpub
Olumlu Sosyal Davranışların İlişkisel, Kültürel, Bilişsel ve Duyuşsal Bazı Değişkenlerle İlişkisi [Relational, cultural, cognitive, and affective predictors of prosocial behaviors ]
Kumru, Asiye
Carlo, Gustavo
Edwards, Carolyn P
Bu araştırmada ergenlik dönemindeki gençlerin olumlu sosyal dawanışlannda yaş grobu ve cinsiyet farklılıklan ile bu davranışların anne-baba ve akran bağlılıklan, topluJukçu değerler, olumlu sosyal davranışla ilgili ahlaki muhakeme, empati ve başkalannın bakış açısını alma değişkenleri arasındakj ilişkiler jncelenmişrir. Araştırmanın ömeklemjni, yaşlan 11-21.5 (Ort. = 15.07, S = 2.50) arasında olan Ankara merkez ilindeki ilköğretjm, lise ve üniversitelerden ıoplam 550 öğrenci (300 erkek, 250 kız) oluşturmaktadır. Bulgular ergenlerin en çok itaarkar ve en az kamusal olumlu sosyal davranış sergiledjklerini göstermiş/jr. MANOVA bulgulan, küçük yaşlardili ergenlerjn daha çok kamusal ve iıaarkar büyük yaşlardili ergenlerin jse daha çok özgeci ve gizli olumlu sosyal davranış sergilediklerjni; erkeklerin daha çok kamusal, kızlann jse daha çok duygusal, itaarkar ve gizli olumlu sosyal davranış göstenne eğiljminde olduklarını oflaya koymuştur. Aynca kamusal ve duygusal olumlu sosyal davranışlarda yaş ve cjnsiyet orıak etkisi anlamlı bulunmuştur. Son olarak yapılan çoklu hiyerarşik regresyon analizleri kamusalolumlu sosyal davranışı akran bağlılığı (negatif yönde) ve IopJulukçu değerlerin, duygusal olumlu sosyal davranışı anne-baba (negatif yönde) ve akran bağlılığı, toplulukçu değerler ve empaıjnin; özgeci olumlu davranışı ıoplulukçu değerler ve empatinin (ikisi de negalif yönde); jlaatkar ve gizli olumlu sosyal davranışlan akran bağlılığı, toplulukçu değerler, ahlaki muhakeme ve başkalarının bakış açısını almanın manidar olarak yordadığı bulunmuştur. This research examined age group and gender differences in adolescent prosocial acts and the associations between these behaviors and peer and parent attachments, collectivistic values, prosocial moral reasoning, perspective taking, and empathy. In this study 550 adolescents (300 boys, 250 girls) from middle and high schools, and college with ages ranging 11-21.5 years (M=15.07, SD=2.50) were recruited from Ankara, Turkey. Results indicate that adolescents displayed compliant prosocial behavior most followed by emotional, anonymous, altruistic, and public prosocial acts. MANOVA analyses revealed that younger adolescents displayed more public and emotional prosocial acts while older adolescents showed more altruistic and anonymous behaviors. Boys were more Iikely to display public prosocial behavior, while girls were more likely to report emotional, compliant, and anonymous prosocial acts. Age and gender inıeractions for public and emotional behaviors were found. Finally, hierarchical regression analyses showed that public prosocial acts were predicted by peer attachment (negatively) and collectivistic values. Peer attachment, parent attachment (negativeIy), colIectivistic values, and prosocial moral reasoning significantly predicted emotional prosocial behavior, but collectivİstic values and prosocial moral reasoning negatively predicted altruistic behavior. Finally, peer attachment, collectivistic values. prosocial moral reasoning, and perspective taking positively predicted both compliant and anonymous prosocial acts.
2004-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/71
https://digitalcommons.unl.edu/context/famconfacpub/article/1071/viewcontent/Olumlu_Sosyal...Edwards.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Olumlu sosyal
bağlılık
ahlaki muhakeme
bakış açısını alma
empaıi
ergen
Prosocial
altachment
moral reasoning
perspective taking
empathy
adolesceni
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1072
2010-10-29T15:54:27Z
publication:family_consumer_sci
publication:famconfacpub
Ensinando as crianças através de centenas de linguagens [Teaching children through “hundreds of languages.”]
Edwards, Carolyn P.
Os sistemas simbólicos, ou "linguagens infantis", sao importantes para as crianças porque elas possuem muitas formas diferentes de aprender e pensar.
Experiêcias mais ricas, variadas e multidimensionais sào mais memoráveis do que experiêcias simplificadas, uniformes e unidimensionais.
O mundo contemprâneo exige que os adultos utilizem uma abordagem integrada dos símbolos.
2005-07-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/72
https://digitalcommons.unl.edu/context/famconfacpub/article/1072/viewcontent/Ensinando_as_de_centenas_Edwards.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1070
2010-10-29T15:22:57Z
publication:family_consumer_sci
publication:famconfacpub
Causal relationships of adolescent aggression: Empathy, prosocial behavior, self esteem, and social support [in Korean]
Ha, Young Hi
Edwards, Carolyn P
In this study of adolescent aggression, the subjects were 320 male and female 7th and 8th grade students in Changwon. Data were collected with questionnaires and analyzed by Pearson's correlation and multiple regression analysis. Results showed that, 1) low friend support, empathy, and prosocial behavior had direct paths to adolescent overt aggression. 2) Low teacher and friend support, empathy, and prosocial behavior had direct paths to adolescent verbal aggression. 3) Low empathy and self-esteem were indirectly related to adolescent aggression through low prosocial behavior. 4) Low teacher support was indirectly related to adolescent aggression through low empathy and self-esteem. 5) Low friend support was indirectly related to adolescent aggression through low self-esteem.
2004-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/70
https://digitalcommons.unl.edu/context/famconfacpub/article/1070/viewcontent/Young_Hi_Ha_and_Edwards_2004.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
aggression
empathy
prosocial behavior
friend support
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1073
2018-09-18T13:40:45Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Child care for children with and without disabilities: The provider, observer, and parent perspectives
Knoche, Lisa
Peterson, Carla A.
Edwards, Carolyn P
Jeon, Hyun-Joo
This three-phase study, part of a larger study conducted by the Midwest Child Care Research Consortium (MCCRC), investigated the characteristics of child care providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care in a subset of these programs, and families’ perceptions of quality and satisfaction with child care services. A telephone survey of 2022 randomly selected Midwestern providers, 36% of whom provided inclusive services, revealed that inclusive providers rated themselves higher on most quality-related indicators. Inclusion status was related to observed quality in family childcare homes (n = 132), with non-inclusive homes higher, while trends in the opposite direction were observed in preschool center-based classrooms (n = 112) but not in infant/toddler center-based classrooms (n = 105). Six percent of the 1325 parents surveyed reported parenting a child with a disability. These parents indicated less income, and more frequent changes in child care settings than other families, and reported the quality of their children’s child care as good, particularly if center-based. Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended.
2006-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/73
https://digitalcommons.unl.edu/context/famconfacpub/article/1073/viewcontent/Edwards_ECRQ_2006_Child_care_for_children__DC_VERSION__OPTIMUS.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1074
2010-10-29T16:59:53Z
publication:family_consumer_sci
publication:famconfacpub
Generations of Families: A Teaching Project and Photograph Exhibition
Edwards, Carolyn P.
Springate, Kay
"Generations of Families" was a collaborative project involving university and community partners. University of Kentucky students worked with public and private local agencies, leaders, and citizens to collect, catalog, label, and display treasured family photographs of local citizens. The final product consisted of five separate displays totaling hundreds of framed or mounted photographs. The project supported the development of cross-cultural competence and professional skills by Family and Consumer Sciences students. The project achieved significant impact, as measured by community response, exit interviews, and analysis of student journals.
1998-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/74
https://digitalcommons.unl.edu/context/famconfacpub/article/1074/viewcontent/Generations_of_Families_A_Teaching_project_and_photograph_exhibition.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:famconfacpub-1075
2010-10-31T03:52:45Z
publication:family_consumer_sci
publication:famconfacpub
[Beatrice Whiting:] Introduction to Special Issue of <i>Ethos</i>
Weisner, Thomas S.
Edwards, Carolyn P
The Society for Psychological Anthropology cosponsored a symposium at the American Anthropological Association meetings in November 1999, honoring Beatrice Whiting and her work. At this symposium, 14 former students, colleagues and collaborators presented papers and discussion comments. The organizers (Thomas Weisner and Susan Abbott) sought to reflect Whiting's varied interests and projects, and worked to include different generations, students, collaborators (graduate and undergraduate), and projects. This special issue presents a set of seven papers from the symposium. Each contribution focuses on one or more of Whiting's career-long interests, including gender, women's work and education, social structure and child socialization, adolescence, and culture change and modernization.
2002-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/75
https://digitalcommons.unl.edu/context/famconfacpub/article/1075/viewcontent/Edwards_ETHOS_2002_Intro_B_Whiting.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Family, Life Course, and Society
oai:digitalcommons.unl.edu:cyfsfacpub-1012
2017-12-06T17:08:16Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children’s Social-Emotional Competencies
Sheridan, Susan M., Dr.
Knoche, Lisa
Edwards, Carolyn P
Bovaird, James A.
Kupzyk, Kevin A.
Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children’s school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social-emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.
2010-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/12
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1012/viewcontent/Edwards_EED_2010_Parent_engagement__DC_VERSION.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:psychfacpub-1500
2010-11-18T15:06:19Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
The Whitings’ Concepts of Culture and How They Have Fared in Contemporary Psychology and Anthropology
Edwards, Carolyn P
Bloch, Marianne
This article presents a brief intellectual biography of John and Beatrice Whiting, followed by an examination of five key ideas that they put forward to the fields of psychology and anthropology through their theoretical and empirical writings. These key ideas are (a) the assumption of the psychic unity of humankind, (b) the cultural learning environment, (c) the psychocultural model, (d) the synergistic relationship of the disciplines of psychology and anthropology, and (e) the role of mothers as agents of social change through child-rearing roles as well as through various other ways they guide change in the communities and learning environments of their families and children. The authors provide readers with an introduction to several aspects of the Whitings’ contributions to social science and an evaluation of the Whitings’ enduring intellectual legacy.
2010-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/psychfacpub/501
https://digitalcommons.unl.edu/context/psychfacpub/article/1500/viewcontent/Edwards_JCCP_2010_Whitings__concepts__DC_VERSION.pdf
Department of Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
John Whiting
Beatrice Whiting
psychocultural model
cultural learning environment
cross cultural research
Psychiatry and Psychology
oai:digitalcommons.unl.edu:cyfsfacpub-1013
2010-11-18T16:54:33Z
publication:psychfacpub
publication:spec_ed
publication:specedfacpub
publication:family_consumer_sci
publication:psychology
publication:college_educhumsci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Professional Development in Early Childhood Programs: Process Issues and Research Needs
Sheridan, Susan M.
Edwards, Carolyn P
Marvin, Christine A.
Knoche, Lisa L.
In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. Therefore, the early education field needs well-conducted empirical studies on which to base professional development practices. In this article, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners’ skills, behaviors, and dispositions. The article highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional development process. Broad issues associated with the conduct of research on professional development, including considerations of professional development processes, participant characteristics, relationships, and sustainability, are discussed.
2009-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/13
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1013/viewcontent/Edwards_EED_2009_Professional_development__DC_VERSION.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1014
2010-12-09T16:12:27Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners
Brown, Jill R.
Knoche, Lisa L.
Edwards, Carolyn P.
Sheridan, Susan M., Dr.
Research Findings: This qualitative case study describes early childhood practitioners’ (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children’s learning and development. A total of 28 ECPs participated in this study over 2 assessment periods across 2 academic years; 12 ECPs were interviewed twice, for a total of 40 interviews conducted and analyzed. Practitioners worked within the context of Early Head Start, Head Start, and Student Parent Programs in local high schools, all located in a midwestern state. The study intended to (a) discover practitioners’ understanding of a parent engagement intervention, including their perspectives on the professional development and supports received; (b) assess how the parent engagement intervention was experienced by ECPs; and (c) discern how self-reported attitudes and behaviors of practitioners toward work with families changed as a function of the professional supports they received. Qualitative analyses of interview transcripts revealed 3 primary themes contributing to ECPs’ experience with and understanding of the professional development model to support parent engagement: Self-Perceived Changes in Confidence and Competence in Enhancing Parental Engagement, Relationships as Supports for Change, and Practice: Time Pressure and Paperwork Woes. Practice or Policy: Lessons learned and implications for the implementation of future professional development models are provided. Findings inform other early childhood professional development efforts being implemented in the context of rigorous, research-based programming, particularly those intending to support parent engagement.
2009-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/14
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1014/viewcontent/Edwards_EED_2009_Professional_development_support_parent__DC_VERSION.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:famconfacpub-1076
2018-11-21T01:07:24Z
publication:family_consumer_sci
publication:famconfacpub
“It’s a Balancing Act!”: Exploring School/Work/Family Interface Issues Among Bilingual, Rural Nebraska, Paraprofessional Educators
Dalla, Rochelle L.
MoulikGupta, Pallabi
Lopez, Wiliam E
Jones, Vicky
Nebraska’s rural school districts have a rapidly growing Spanish-speaking student body and few qualified instructors to meet their educational needs. This investigation examined factors that promote and challenge the ability of rural Nebraska paraprofessional educators to complete an online B.S. program in elementary education, with a K-12 English as a second language endorsement. Interviews focused on the interface between school, work, and family, with special attention on family system change and adaptation. Twenty-six bilingual paraprofessional educators enrolled (or formerly enrolled) in the education program were interviewed. Twenty were first- (n = 15) or second-generation (n = 5) immigrant Latino/as. Influences of program involvement on the marital and parent-child relationships are discussed, as are implications for future work with unique populations.
2006-07-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/76
https://digitalcommons.unl.edu/context/famconfacpub/article/1076/viewcontent/Dalla_et_al_FamRelations_2006___Balancing_Act__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
distance education
gender
Hispanic
immigrant
rural
Family, Life Course, and Society
oai:digitalcommons.unl.edu:edpsychpapers-1120
2016-08-04T17:43:33Z
publication:edpsychpapers
publication:family_consumer_sci
publication:college_educhumsci
publication:educ_psych
publication:famconfacpub
Infant Temperament, Maternal Personality, and Parenting Stress as Contributors to Infant Developmental Outcomes
Molfese, Victoria J.
Rudasill, Kathleen Moritz
Beswick, Jennifer L.
Jacobi-Vessels, Jill L.
Ferguson, Melissa C.
White, Jamie M.
This study examined contributions of maternal personality and infant temperament to infant vocabulary and cognitive development both directly and indirectly through parental stress. Participants were recruited at birth and included 63 infant twin pairs and their mothers. Assessments were completed at 6, 9, 12, and 18 months of age and included Dimensions of Temperament–Revised (maternal personality), Parenting Stress Index (parental stress), Infant Behavior Questionnaire–Revised (infant temperament), Bayley Scales of Infant Development II: Mental Development Index, and MacArthur-Bates Total Vocabulary. Structural equation modeling with a jackknife approach was used to analyze data separately for each twin in the pair. At 12 months, maternal personality and infant temperament contributed indirectly to MacArthur-Bates Total Vocabulary and Bayley Mental Development Index scores through parental stress. In addition, infant temperament directly contributed to 12-month MacArthur-Bates Total Vocabulary. At 18 months, these relationships were no longer significant. The different findings at 12 months compared to 18 months may reflect important developmental and environmental shifts, as well as possible differences in the method and measurements used at each age.
2010-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/edpsychpapers/121
https://digitalcommons.unl.edu/context/edpsychpapers/article/1120/viewcontent/Rudasill_MPQ_2010_Infant_temperament.pdf
Department of Educational Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Educational Psychology
oai:digitalcommons.unl.edu:edpsychpapers-1123
2016-08-04T17:45:28Z
publication:cbbbpapers
publication:cbbb
publication:psychfacpub
publication:edpsychpapers
publication:family_consumer_sci
publication:psychology
publication:college_educhumsci
publication:educ_psych
publication:famconfacpub
Executive function skills of 6–8 year olds: Brain and behavioral evidence and implications for school achievement
Molfese, Victoria J.
Molfese, Peter J.
Molfese, Dennis L.
Rudasill, Kathleen Moritz
Armstrong, Natalie
Starkey, Gillian
Academic and social success in school has been linked to children’s self-regulation. This study investigated the assessment of the executive function (EF) component of self-regulation using a low-cost, easily administered measure to determine whether scores obtained from the behavioral task would agree with those obtained using a laboratory-based neuropsychological measure of EF skills. The sample included 74 children (37 females; M = 86.2 months) who participated in two assessments of working memory and inhibitory control: Knock–Tap (NEPSY: Korkman, Kirk, & Kemp, 1998), and participated in event-related potential (ERP) testing that included the directional stroop test (DST: Davidson, Cruess, Diamond, O’Craven, and Savoy (1999)). Three main findings emerged. First, children grouped as high vs. low performing on the NEPSY Knock–Tap Task were found to perform differently on the more difficult conditions of the DST (the Incongruent and Mixed Conditions), suggesting that the Knock–Tap Task as a low-cost and easy to administer assessment of EF skills may be one way for teachers to identify students with poor inhibitory control skills. Second, children’s performance on the DST was strongly related to their ERP responses, adding to evidence that differences in behavioral performance on the DST as a measure of EF skills reflect corresponding differences in brain processing. Finally, differences in brain processing on the DST task also were found when the children were grouped based on Knock–Tap performance. Simple screening procedures can enable teachers to identify children whose distractibility, inattentiveness, or poor attention spans may interfere with classroom learning.
2010-04-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/edpsychpapers/124
https://digitalcommons.unl.edu/context/edpsychpapers/article/1123/viewcontent/Rudasill_CEP_2010_Executive_function_skills__DC_VERSION.pdf
Department of Educational Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
executive function skills
inhibitory control
event-related potential
directional stroop test
Educational Psychology
oai:digitalcommons.unl.edu:famconfacpub-1078
2012-05-11T20:23:42Z
publication:family_consumer_sci
publication:famconfacpub
Promoting parent partnership in Head Start: A qualitative case study of teacher documents from a school readiness intervention project.
Edwards, Carolyn P
Hart, Tara
Rasmussen, Kelly
Haw, Y. M.
Sheridan, Susan M.
To advance the field of children’s services, implementation and generalization studies are needed to help us reveal the inner workings of intervention projects and how they do (or do not) achieve their outcomes. This paper provides a case study of Head Start teachers’ uptake of the Getting Ready school readiness intervention, intended to strengthen professionals’ capacity to support parental engagement in young children’s development and learning. The qualitative method of document review was used in scrutinizing home visit reports and classroom newsletters as a source of authentic evidence about teachers’ implementation and generalization of an early intervention model. Home visits were a focus of training and coaching, and the analysis provided strong evidence of treatment group teachers implementing Getting Ready strategies of collaborative planning and problem-solving with parents around academic learning and social-emotional goals. In contrast, newsletters were not the focus of the intervention; their analysis provided clear evidence of spontaneous change (hence, generalization) made by teachers on their own as they sought to strengthen home-school collaboration, form strong and trusting relationships, and spotlight and acknowledge child and parent competence. Beyond finding evidence of teachers’ uptake and generalization of the Getting Ready strategies, the study suggests the utility of analyzing teachers’ everyday documents to uncover patterns of behavior change of teachers seeking to implement an early childhood school readiness intervention.
2009-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/77
https://digitalcommons.unl.edu/context/famconfacpub/article/1078/viewcontent/Teacher_Documents_Edwards__Hart__Rasmussan__Haw__Sheridan.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
school readiness
preschool intervention
Head Start
Educational Assessment, Evaluation, and Research
Family, Life Course, and Society
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:psychfacpub-1566
2017-10-10T19:01:14Z
publication:psychfacpub
publication:spec_ed
publication:specedfacpub
publication:family_consumer_sci
publication:psychology
publication:college_educhumsci
publication:famconfacpub
Getting Ready: Promoting School Readiness through a Relationship-Based Partnership Model
Sheridan, Susan M
Marvin, Christine
Knoche, Lisa
Edwards, Carolyn P
School readiness is determined by the life experiences of young children between birth and enrollment in formal education programs. Early intervention and education programs designed to promote school readiness often focus on skills a child fails to demonstrate that are believed to be of importance to social and academic success. The Getting Ready model of early childhood intervention (Sheridan, Edwards, & Knoche, 2003) recognizes the transactional nature of young children’s development and the important role parents play in pre-school readiness and school-age success. In the Getting Ready model, collaborative partnerships between parents and professionals are encouraged to promote parent’s competence and confidence in maximizing children’s natural learning opportunities, and preparing both parents and children for long-term school success. Parent-child interactions in everyday experiences, mutual observations and goal-directed problem solving, and young children’s successful development constitute the input, processes and outcomes of the Getting Ready model. The empirical rationale for and specific components of the model are described, with practice implications embedded throughout this paper.
2008-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/psychfacpub/566
https://digitalcommons.unl.edu/context/psychfacpub/article/1566/viewcontent/Edwards_ECS_2008_Getting_ready.pdf
Department of Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
early intervention
school readiness
preschool
Head Start
Educational Assessment, Evaluation, and Research
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Psychiatry and Psychology
oai:digitalcommons.unl.edu:cyfsfacpub-1024
2018-11-27T23:22:07Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Context Influences Preschool Children's Decisions to Include a Peer with a Physical Disability in Play
Diamond, Karen E.
Hong, Soo-Young
Tu, Huifang
Understanding children’s decisions to include a child with a disability in activities is an important component of the social environment of children with disabilities. We examined preschool children’s understanding of the motor and social competence of hypothetical children with a physical disability, children’s decisions to include or exclude a peer with a physical disability in play activities, and children’s justifications of their inclusion/exclusion decisions. Children understood that a peer with a physical disability would have more difficulty with activities requiring motor skills than social skills and were more likely to include a peer with a physical disability when the activities required minimal motor skills. The role of typically developing children’s understanding of social contexts in peer relationships is discussed.
2008-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/24
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1024/viewcontent/Hong_2008_EXCEPTIONALITY_Context_Influences_Preschool_Childrens_Decisions_to_Include_a_Peer_DC_ver.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1025
2018-11-27T23:24:05Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Child Care for Working Poor Families: Child Development and Parent Employment Outcomes: Community Child Care Research Project, Final Report
Elicker, James
Clawson, Carolyn
Hong, Soo-Young
Kim, Tae-Eun
Evangelou, Demetra
Kontos, Susan J.
The results of the Community Child Care Research Project provide new data describing the child care experiences of low income working families in 4 communities in Indiana. Because the study participants were volunteers rather than randomly selected, and because the research design was correlational rather than experimental, conclusions drawn from these fi ndings necessarily have limitations. The fi ndings cannot be confi dently generalized to other low income working families and child care providers, nor can the links between child care quality and children’s development be assumed to be causal. For example, while it is quite possible that higher quality child care does support better child development outcomes, it is also plausible that families whose children have more advanced levels of development found and used higher quality child care. Despite these limitations, the research results do represent the recent experiences of more than 300 low income working families, their children, and their child care providers. The results suggest a number of key issues that need further investigation by policy makers and researchers.
2005-03-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/25
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1025/viewcontent/Hong_2005_Community_Child_Care_Research_Project_Final_Report.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1026
2018-11-27T23:25:10Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Young Children’s Decisions to Include Peers with Physical Disabilities in Play
Diamond, Karen E.
Hong, Soo-Young
The authors examined factors related to preschool children’s reasoning about including a hypothetical peer with a physical disability in different play activities. They hypothesized that children’s inclusion decisions would be influenced by features of the physical environment, attention to issues of fairness and equity, and individual child characteristics. Participants comprised 72 children enrolled in inclusive preschool classrooms. Children’s ideas about inclusion and their inclusion decisions were gathered in response to vignettes reflecting experiences that children are likely to encounter in preschool. The authors found that children were significantly more likely to say that they would include a child with a physical disability in an activity requiring few motor skills. Children’s inclusion decisions were also significantly associated with their developing theory-of-mind skills and with prompts that encouraged them to consider issues of fairness and equity when making a decision. These results suggest that adaptations of planned activities that promote participation by reducing motor demands for all children, along with attention to issues of fairness and equity of opportunity, may be effective classroomwide interventions to support inclusion of children with disabilities in play activities with peers.
2010-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/26
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1026/viewcontent/Hong_2010_JEI_Young_Childrens_Decisions_to_Include_Peers_with_Physical_Disabilities_SAGE_DC_ver.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Disabilities and development delays
Preschool inclusion
Early intervention issues
Multivariate statistics
Research methods
Preschoolers
Young children
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:cyfsfacpub-1027
2018-11-27T23:27:03Z
publication:family_consumer_sci
publication:famconfacpub
publication:cyfs
publication:cyfsfacpub
Two Approaches to Teaching Young Children Science Concepts, Vocabulary, and Scientific Problem-Solving Skills
Hong, Soo-Young
Diamond, Karen E.
The present study examined the efficacy of two different approaches to teaching designed to facilitate children’s learning about science concepts and vocabulary related to objects’ floating and sinking and scientific problem-solving skills: responsive teaching (RT) and the combination of responsive teaching and explicit instruction (RT + EI). Participants included 104 children (51 boys) aged four to five years.Small groups of children were randomly assigned to one of the two intervention groups (RT, RT + EI) or to a control group. Responsive teaching (RT) reflects a common approach to teaching young children, and the combination approach (RT + EI) includes explicit instruction as well as responsive teaching. The two planned interventions were implemented with preschool children and provided evidence that (1) young children learned science concepts and vocabulary better when either responsive teaching or the combination of responsive teaching and explict instruction was used; (2) children in the combined intervention group learned more science concepts and vocabulary and more content-specific scientific problem-solving skills than children in either the responsive teaching or control groups. Limitations, future directions, and implications for practice are also discussed.
2012-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/cyfsfacpub/27
https://digitalcommons.unl.edu/context/cyfsfacpub/article/1027/viewcontent/Hong_2012_ECRQ_Two_Approaches_to_Teaching_Young_Children_Science_Concepts_Vocabulary_ELSEVIER_DC_ver.pdf
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Preschool science
Teaching approaches
Science concepts and vocabulary
Scientific problem-solving skills
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
oai:digitalcommons.unl.edu:psychfacpub-1599
2012-12-03T18:31:14Z
publication:psychfacpub
publication:family_consumer_sci
publication:psychology
publication:famconfacpub
Scaling up: Professional development to serve young children in Chinese welfare institutions
Edwards, Carolyn P.
Cotton, Janice N.
Zhao, Wen
Muntaner-Gelabert, Jerònia
As senior program directors and field supervisors, we at Half the Sky Foundation asked ourselves, how can we empower children's welfare institution staff to provide nurture, enrichment, and education for all young children in state care? Creating an infrastructure for providing professional development was the first step. The HTS training infrastructure for early childhood includes international experts and a cadre of skilled Chinese teacher trainers, who together create a network of HTS teacher trainers (program directors and field supervisors for Infant Nurture and Little Sisters). In addition, Blue Sky model training centers-soon to number 31, one for each province of China operate HTS Infant Nurture and Little Sisters Preschools and serve as the provincial bases for training and professional development. Locally hired infant nannies, preschool teachers, and on-site mentors staff these model centers; some become mentors and models within their provinces.
2010-11-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/psychfacpub/599
https://digitalcommons.unl.edu/context/psychfacpub/article/1599/viewcontent/Edwards_YC_2010_Scaling_Up_Professional_Development.pdf
Department of Psychology: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
Asian Studies
Child Psychology
Public Affairs, Public Policy and Public Administration
oai:digitalcommons.unl.edu:famconfacpub-1080
2012-12-04T17:21:11Z
publication:family_consumer_sci
publication:famconfacpub
Chinese Parents’ Perspectives on Adolescent Sexuality Education
Liu, Wenli
Van Campen, Kali S.
Edwards, Carolyn P.
Russell, Stephen T.
There is growing interest in China to understand how young people learn about sexuality, but there are few existing studies about the role of parents as sex educators of their children. This study surveyed 694 Chinese parents of adolescents in three cities about their knowledge, attitudes, and practices regarding sexuality education for their children. The majority supported sexuality education, yet few parents had provided it. High-income parents had more favorable sexual attitudes and, in turn, were more likely to educate children about sexuality. The findings provide insight into parents’ role in adolescents’ sexual behavior and can be useful to sexuality education professionals.
2011-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/78
https://digitalcommons.unl.edu/context/famconfacpub/article/1080/viewcontent/Edwards_IJSH_2011_Chinese_parents__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
China
sexuality education
sexual attitudes
HIV/AIDS
Asian Studies
Developmental Psychology
Education Policy
Social Psychology
Social Welfare
oai:digitalcommons.unl.edu:famconfacpub-1081
2013-02-27T18:41:23Z
publication:family_consumer_sci
publication:famconfacpub
Stress, Coping and Suicide Ideation in Chinese College Students
Zhang, Xiaoyun
Wang, Haiping
Xia, Yan Ruth
Liu, Xiaohong
Jung, Eunju
The study was to examine 1) whether stress and coping styles could significantly predict the probability of suicide ideation; 2) and whether coping styles were mediators or moderators on the association between life stress and suicide ideation. The survey was conducted in a sample of 671 Chinese college students. Approximately twenty percent students reported having suicide ideation. Life stress, active coping styles, and passive coping styles all had independent effect on the probability of suicide ideation. Passive coping styles, especially fantasizing, mediated the relation between life stress and suicide ideation. Moderation hypotheses were not supported. Implications of the findings and future directions were discussed.
2012-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/79
https://digitalcommons.unl.edu/context/famconfacpub/article/1081/viewcontent/Xia_JA_201_Stress_coping_and_suicide__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
stress
coping
suicide ideation
mediator
moderator
Community Health
Mental and Social Health
Psychiatric and Mental Health
Psychiatry and Psychology
oai:digitalcommons.unl.edu:famconfacpub-1082
2013-03-14T18:19:14Z
publication:family_consumer_sci
publication:famconfacpub
The Adjustment of Asian American Families to the U.S.
Context: The Ecology of Strengths and Stress
Xia, Yan Ruth
Do, Kieu Anh
Xie, Xiaolin
The number of Asian American families is on the rise, making it 4.6% of the total US population. Asian American families are also a diverse group, comprising many different ancestries, cultural variations, and countries of origin. However, there remains a paucity of research focusing on Asian American Families. The media’s depiction of them as a Model Minority is doing a disservice to this population group. Because of this stereotype, many issues and challenges that this group encounters may not gain adequate attention. Some of these issues include acculturative stress, intimate partner violence, lack of a social support network, and intergenerational relationships and mental and health of all ages. Like other immigrant groups, this group experiences discrimination and racism. Yet, Asian American families also exhibit resiliency and strengths during their immigration journey. They are family-oriented, hardworking, and never give up their dreams. They have overcome many obstacles during this process and find the way to embrace their new lives in the United States.
Research on Asian American families remains sketchy, although it has been steadily growing (Fang et al., 2008). Many fields (population studies, anthropology, psychology, public health, social work, sociology, and family studies) have all contributed to the new understanding of this population. However, the focus has been on the acculturation process and its related stress, ethnic identity development, child and adolescent development, parenting practice, and elderly living arrangement. Fang et al. have done a nice review of studies on Asian Americans from 1992 to 2006 and propose that future research on Asian American family experiences should be conceptualized and interpreted in its relevant cultural framework rather than in alignment with norms. In our review of literature, we conclude that research is needed that focuses on gendered experiences of adolescent boys and girls (boys in particular), marriage and partner relationships, and the mental health of Asian American elderly. To examine the social, cultural, and political contexts, and their mutual influences, Asian American family research can utilize mixed method designs and the wide variety of data analysis strategies that are available today. For example, research should examine how the cultural and media contexts moderate the association between developmental outcomes and parent-adolescent communication. Research is also needed to understand how the changes in the family system (role expectations, boundaries, patterns of communication, etc.) are associated with the adjustment of Asian American family members. To advance the understanding of Asian American families, research should also examine families as units or systems. Current research neglects this systemic focus in favor of emphasizing the experiences of the individuals within Asian American families.
2013-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/80
https://digitalcommons.unl.edu/context/famconfacpub/article/1082/viewcontent/Xia_HMF_2013_Adjustment_of_Asian__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
immigrants
Asians
families
Demography, Population, and Ecology
Family, Life Course, and Society
Place and Environment
Race and Ethnicity
oai:digitalcommons.unl.edu:famconfacpub-1083
2013-03-14T18:47:34Z
publication:family_consumer_sci
publication:famconfacpub
Strengths and Resilience in Chinese Immigrant Families: An Initial Effort of Inquiry
Xia, Yan Ruth
Zhou, Zhi George
Xie, Xiaolin
The landscape of American demography has changed dramatically since the middle of the 20th century. Research indicates that the number of immigrants to the United States will continue to increase rapidly over the next three decades (Day, 1996). As the immigrant population grows, so does the necessity for family researchers to build theories to describe and explain the experiences of the new immigrant families. The research that we present here is aimed at expanding the knowledge base in relation to the resilience of newcomers in the Midwest; this study involved the use of both qualitative (holistic) and quantitative (scientific) methods. Our specific objectives in this case study are to identify the strengths of new Chinese immigrant families and to add to the family strengths model.
2005-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/81
https://digitalcommons.unl.edu/context/famconfacpub/article/1083/viewcontent/Xia_SFTR_2005_Strengths_and_resilience__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
family
immigrant
Asian
oai:digitalcommons.unl.edu:famconfacpub-1084
2013-03-18T19:16:59Z
publication:family_consumer_sci
publication:famconfacpub
Grandparenting in Chinese
Immigrant Families
Xie, Xiaolin
Xia, Yan
In light of the life course perspective, this semistructured interview study with 29 grandparents involved in the caregiving of their grandchildren in Chinese immigrant families revealed three major themes: intergenerational connectedness and continuity of cultural practices, role varieties and responsibilities, and adjustment and adaptation. Despite immigration, Chinese grandparents continued the tradition of providing care to grandchildren. Although the grandparent role entailed responsibilities and there were adjustments to make when living in the new place, overall, grandparents considered their caregiving experiences positive. Support to these grandparents, however, was needed at both family and community levels to ensure their stay in the United States and their continuous contribution to their adult children’s lives.
2011-09-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/82
https://digitalcommons.unl.edu/context/famconfacpub/article/1084/viewcontent/Xia_MFR_2011_Grandparenting_in_Chinese__DC_VERSION.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
oai:digitalcommons.unl.edu:famconfacpub-1085
2013-06-03T16:33:03Z
publication:family_consumer_sci
publication:famconfacpub
A Day at Filastrocca Preschool, Pistoia, Italy: Meaning Making Through Literacy and Creative Experience
Cline, Keely D.
Edwards, Carolyn Pope
Giacomelli, Algo
Gandini, Lella
Giovannini, Donatella
Galardini, Annalia
In this article,1 we explore how the library teacher of an Italian preschool with a special mission focused on books, stories, and the imagination uses group literacy activities as a context for encouraging shared meaning making through creative experiences. We take readers inside one day at the Italian Preschool, Filastrocca, providing detailed descriptions and analysis of interactions and activities. We suggest that elaborate extended dialogue among children and the teacher, promotion of empathy through opportunities to take others’ perspectives (including book characters’), and group engagement in shared and multi-faceted creativity are important characteristics related to meaning making in the context of relationships. Encouraging creative exploration and play across all domains of intelligence allows the children to develop their individual strengths into a product uniquely theirs.
2012-10-01T07:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/83
https://digitalcommons.unl.edu/context/famconfacpub/article/1085/viewcontent/Edwards_LL_2012_A_Day_at_Filastrocca_with_Photos.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
oai:digitalcommons.unl.edu:famconfacpub-1086
2013-09-03T19:14:27Z
publication:family_consumer_sci
publication:famconfacpub
Effects of Marital Quality on Children in Brazilian Families
Stutzman, Stephen V.
Miller, Richard B.
Hollist, Cody S
Falceto, Olga G.
Although there is a robust literature supporting the empirical generalization that parental conflict is related to childhood problems, the research has primarily studied European American populations in the U.S. There is minimal research that investigates the relationship between marital distress and child outcomes in other cultures (Bradford et al., 2004; Buehler et al., 1997; Krishnakumar & Buehler, 2000; Shek, 2001), including a specific lack of knowledge regarding Latino populations. This is a significant gap in the literature since Latino children make up the largest minority group in the U.S., accounting for 16% of children younger than 18 years of age (Flores, Fuentes-Afflick, Barbot, Carter-Pokras, Claudio, & Lara, et al., 2002). The omission of Latinos is particularly relevant since there are currently over 37 million Latinos in the U.S., which comprises over 13% of the population (US Census Bureau, 2002). By the year 2030, Latinos are estimated to make up over 20% of the population (US Census Bureau, 2002). With this population growing rapidly in American society, it is important to better understand the dynamics of Latino families, including the relationship between marital conflict and offspring outcomes. The study is further justified given the relevance of the Brazilian population. Currently, Brazil is the fifth-largest country with respect to population and geography in the world. It is also the largest country, both geographically and populationwise in South America. Consequently, it is important to understand this country.
In addition, no research to date has examined the effect of marital relationships on child outcomes among younger children. The majority of studies investigating how parental conflict impacts child development is generalized to children six years of age and over (Depner et al, 1992). In addition, these ages coincide with expected detection of child adjustment problems. With the national median age for the emergence of socio^emotional and behavioral problems being approximately seven years (Zill & Schoenbom, 1990), it would be helpful to study children who are younger. In the context of the existing literature, the purpose of this study was to assess the impact of the marital relationship on the outcome of four to five year old children in a Latino population.
2009-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.unl.edu/famconfacpub/84
https://digitalcommons.unl.edu/context/famconfacpub/article/1086/viewcontent/Hollist_JCFS_2009_Effects_of_Marital_Quality.pdf
Department of Child, Youth, and Family Studies: Faculty Publications
DigitalCommons@University of Nebraska - Lincoln
101528/oai_dc/100//