SELF-REGULATION: DEVELOPMENTALLY DELAYED YOUNG CHILDREN

自我调节：发育迟缓的幼儿

• 批准号: 2200089
• 负责人: CLAIRE B KOPP
• 金额: $ 3.27万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-07-01 至 1995-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2200089
• 关键词: child behavior; child care; child mental disorders; cognition; conflict; emotional adjustment; human subject; interpersonal relations; peer group; play; preschool child (1-5); self concept; social adjustment; teaching

The proposed research is designed to further our understanding of why mildly delayed young children have difficulty regulating their own behavior to social expectations. My basic premise is that the children do not fully understand expectations for behavior. The aim of this 3 year study is to provide a comprehensive analysis of children's knowledge of standards, their actions in a situation where standards are expected, and the reported ways that caregivers and teachers facilitate the growth of knowledge for standards. Particular emphasis will be directed toward exploring the different kinds of knowledge children possess. This study will involve 120 mildly delayed and normally developing 4 and 5 years olds, who are matched for developmental age. Data analyses will focus on children's understanding of acceptable and unacceptable behavior, the kinds of knowledge they possess for different situations, and the coherence between child knowledge and child behavior, and caregiver expectations and child behavior. Findings from this study should have implications for teaching and training children who have developmental disabilities.

拟议的研究旨在进一步了解为什么 有些延迟的幼儿很难自行调节 社会期望的行为。 我的基本前提是孩子们这样做 不完全了解对行为的期望。 这三年的目的 研究是为了全面分析儿童的知识 标准，他们在预期标准的情况下的行动，以及 报道的护理人员和教师促进的方式 对标准的知识。 特别强调将指向 探索儿童拥有的不同种类的知识。 这项研究 将涉及120个轻度延迟，正常发展4年和5年 老年人，与发展时代相匹配。 数据分析将重点放在 儿童对可接受和不可接受的行为的理解， 他们在不同情况下拥有的知识， 儿童知识和儿童行为与照料者之间的连贯性 期望和儿童行为。 这项研究的发现应该有 对具有发展的教学和培训儿童的影响 残疾。