2012, 4
Authors proceed from understanding speech as higher mental function. The article is focused on the development of autonomous speech of children. For this purpose, a longitudinal study of voice products of children aged 0-24 months was carried out. Three lines of speech development were detected: 1) physiological, 2) communicational, 3) mediating. The last line is associated with the proactive use of child speech (or vocalization) in the situation of communication to control the behavior of the adult first, and then of child’s own behavior.
The following periods of speech development were established: 0 – 2/2,5 months, 2/2,5 months – 5/6 months., 5/6 months – 9/10 months., 9/10 months – 15 months., 15 months – 21./23 months. During each of the period speech as a communicative tool and speech as a psychological tool lead to the appearance of the autonomous speech, which further defines the mental development of children.
The lack of completion of each stage in the development of speech (any of the indicated lines) leads to the fact that children at age of three do not become the subjects of speech and experience need for special attention from experts in the field of early speech and general mental development of children.
Negotiation as method of education is not novel for kindergarten. Practical advices (unfortunately, without special processing in a compact form of the theory) can be found works published in 70s and 80s of the XX century (I. Dudzinskoy, J. Valchyna, M. Kwiatkowska, M. Domohovskoy, M. Dunin-Vonsovich).
In the works of those authors negotiation is an addition to the main method of raising children, but the prevailing methods are prohibitions and commands. In the article methodology of negotiations and reaching of the agreement is discussed and its essential role in democratic education is indicated, showing that this technique can take a leading role among different methods, replacing the language of commands, prohibitions and orders by the language of dialogue and respect.
This study was designed to examine whether African American and European American mothers differ in their discipline use when reasoning, denying privileges, yelling, and spanking are considered simultaneously and whether there are ethnic group differences in how these four forms of discipline are associated with child externalizing behavior. African American and European American mothers showed the same rank order frequency of reported use of each of the 4 forms of discipline, most frequently using reasoning, followed by yelling, denying privileges, and least frequently spanking.
However, European American mothers more frequently reported using 3 of the 4 forms of discipline than did African American mothers, with no ethnic differences in the frequency with which mothers reported spanked. For European American children, higher levels of teacher-reported child externalizing in Kindergarten predicted mothers’ more frequent report of denying privileges, yelling, and spanking in Grades 1–3; only spanking was associated with more child externalizing behaviors in Grade 4.
For African American children, teacher-reported child externalizing in Kindergarten was unrelated to mothers’ report of discipline in Grades 1–3; considering predictions from discipline to Grade 4 child externalizing, only denying privileges was predictive.
European American and African American families differ in links between children’s teacher-reported externalizing behaviors and subsequent mother-reported discipline as well as links between mother-reported discipline and children’s subsequent teacher-reported.