Psychological Development and Education ›› 2009, Vol. 25 ›› Issue (1): 7-13.

Previous Articles     Next Articles

Study on the Impact of Teachers’ Attitudes and Ways of Guidance on Pre-School Children’s Persistence

DAN Fei1, FENG Lu2   

  1. 1. Teachers Professional Development of Shenyang NormalUniversity, Shenyang 110034;
    2. Teacher Institute of Shenyang University, Shenyang 110044
  • Online:2009-01-15 Published:2009-01-15

PDF (PC)

Abstract: This study explores the impact of teachers'attitude and verbal guidance on the persistence of 3～6 years old children,employing a total random experimental design of 3×2×2(age×teachers'attitude×ways of verbal guidance).In this experiment,age,teachers'attitude and ways of verval guidance are all independent variables,and the time of children's persistence on the targeted tasks are the dependent variable.Four experimental cases are designed and implemented in the two randomly selected kindergardens in Shenyang City.The sujectes between 3 to 6 years old are selected in different levels of the yongest,medium and oldest classes and altogether 360 children are involved in the experiment with half females and half males.Thus,each experimental case has 30 subjects covering all the ages and with females and males half by half.The result shows that:(1)the persistence of children between 3 and 6 years old gradually develops with each year and the years between 4 and 5 are the key transformational period;(2)the attitude of different teachers has a significant impact on children's persistence;(3)different ways of verbal guidance have a significant influence on children's persistence;(4)with teachers'positive attitude,multiple times of verbal guidance have the most positive influence on children's persistence.

Key words: teachers’attitude, verbal guidance, persistence, pre-school children

CLC Number: 

  • B844.1
[1] 杨丽珠,宋辉.幼儿自我控制能力发展的研究.心理与行为研究,2003,1(1):51-56.
[2] Adam K M,Jack B.The roots of ego-control inyoung adulthood: Links with parenting in early childhood.Journal of Personality and Social Psychology,1998,75(4):1062-1075.
[3] Sethi.Anita,Mischel.Walter,Aber Lawrence J,et al.The role of strategic attention eployment in development of self-regulation:Prediction preschoolers'delay of gratification from mother-toddler interaction. Developmental Psychology,2000,36(6):767-777.
[4] June T P,Roy B F,Luzio B A.High self control predicts good adjustment,less pathology,better grades,and interpersonal success.Journal of Personality,2004,72(2):271-324.
[5] Blair C,R.P.Razza.Relating effortful control,executive function,and false belief understanding to emerging math and literacy ability in kindergarten.Child Development,2007,78(2):647-663.
[6] 王桂平,陈会昌.儿童自我控制心理机制的理论述评.心理科学进展,2004,12(6):868-874.
[7] 赖灿成.幼儿坚持性发展的研究.心理科学,1988,11(4):58-60.
[8] 杨丽珠,董光恒.3～5岁幼儿自我控制能力结构研究.心理发展与教育,2005,21(4):7-12.
[9] Kochanska G.Committed compliance,moral self,and Internalization:Amediationalmodel.Developmental Psychology,2002,38 (3):339-351.
[10] 杨丽珠,李灵,田中敏明.少子化时代幼儿家长教育观念的研究—中日韩跨文化比较.学前教育研究,1999,77(5):32-33.
[11] 杨丽珠,王江洋,刘文等.3～5岁幼儿自我延迟满足的发展特点及其中澳跨文化比较.心理学报,2005,37(2):224-232.
[12] 陈会昌,阴军莉,张宏学.2岁儿童延迟性自我控制及家庭因素的相关研究.心理科学,2005,28(2):285-289.
[13] Aimin Wang,Jeanne T Karns,William Meredith.Motivation, stress,self-control ability,and self-control behavior of preschool children in China.Journal of Research in Childhood Education,2003,17(2):175.
[14] 杨丽珠,吴文菊主编,幼儿社会性发展与教育.大连,辽宁师范大学出版,2000:109.
[15] 肖晓滢.言语指导与幼儿运动控制发展的实验研究.心理学报,1989,21(3):306～313.
[16] 许政援.3～6岁幼儿控制自己行为能力的发展特点和影响发展的因素.心理学报,1987,19(1):18-24.
[17] Parpal M,Maccoby E E.Maternal Responsiveness and Subsequent Child Compliance.Child Development,1985,56(5):1326-1334.
[18] 陈会昌,李冬晖,侯静,陈欣银.家庭游戏中的母亲控制策略与儿童的顺从行为.心理学报,2003,35(2):209-215.
[19] 刘晶波.师幼互动行为研究.南京,南京师范大学出版社, 1999:239.
[20] 陈伟民,桑标.儿童自我控制研究述评.心理科学进展, 2002,10(1):65-70.
[21] 但菲,杨丽珠,冯璐.在游戏中培养幼儿自我控制能力的实验研究.学前教育研究,2005,83(11):13-15.
[22] 陈帼眉.学前心理学.北京,人民教育出版社,2003:202.
[23] 但菲.婴幼儿心理发展与教育.北京,人民出版社,2008:151-153.
[1] WANG Yingjie, ZHANG Yi, ZHANG Meixia, LI Yan. The Relationship between Maternal Mindfulness and Child Problem Behaviors: The Chain Mediating Effect of Mindful Parenting and Parent-child Relationship [J]. Psychological Development and Education, 2023, 39(2): 184-191.
[2] MA Shuang, KONG Xianglei, WANG Yiqing, QU Zhiyong, WANG Xiaohua. The Relationship between Maternal Depression and Pre-school Children's Social Withdrawal in Rural Area of Northwestern China: The Mediating Role of Maternal Responsiveness [J]. Psychological Development and Education, 2021, 37(2): 167-173.
[3] ZHUANG Hongjuan, LIU Rude, LIU Ying, WANG Jia, ZHEN Rui, XU Le. Self-Efficacy Mediate the Association between Social Support and Learning Persistence in Middle School Students in Mathematics [J]. Psychological Development and Education, 2016, 32(3): 317-323.
[4] LIU Ni-na, TONG Wen, YAN Guo-li. The Development of Chinese Orthographic Awareness in Pre-school Children [J]. Psychological Development and Education, 2014, 30(5): 457-465.
[5] TANG Shan, WU Xin-chun. The Effects of Shared-book Reading and Phonetic Instruction on the Pre-school Children’s Pinyin Skills and Phonological Awareness [J]. Psychological Development and Education, 2009, 25(2): 68-72.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd