我国大陆特殊儿童早期干预研究综述

本文从早期干预的定义、对象、研究人员类型、相关法律条款、研究理论、研究具体内容等几方面对我国大陆的研究进行了总结和回顾 ,最后对今后研究的方向提出建议     

美国特殊儿童早期干预模式

发达国家对特殊儿童的早期干预进行了较长时间的研究,到目前为止,已形成了早期干预的不同模式。美国特殊教育发展一直处在世界前端,在国际特殊教育发展中具有举足轻重的地位。美国把早期干预作为其特殊教育事业发展的关键,并颁布相关法令予以保护,在政府的支持下,美国特殊儿童的早期干预已经取得了显著成就。     

投资儿童早期人力资本:儿童早期发展项目设计的经济理论、数据及启示

儿童的早期投资在劳动力市场有着显著的经济效益。本文通过分析人力资本形成的特征和家庭在儿童早期发展领域投资缺失的原因,试图找到改善家庭在儿童早期发展领域的投资途径。在介绍儿童早期发展"LENA开端计划"项目背景、干预方法以及效果的基础上,为中国开展农村贫困地区儿童发展项目提供借鉴,希望中国政府可以在现有投资项目的基础上进一步加大在儿童早期发展领域的投资,共同促进儿童的全面发展,从源头上促进农村贫困地区儿童的人力资本发展。     

对智障儿童进行早期干预的思考

早期干预，是指一种有组织，有目的有丰富环境（提供刺激）的教育训练活动。早期干预取得的效果是明显而富有成效的．在这里，笔者就实践中所观察到的一些问题进行深入的思考：     

语言障碍儿童的家庭早期发现及干预

本文主要论述了我国语言障碍儿童的现状,并结合国内相关研究,介绍了几种家庭早期发现方法与干预策略,希望有助于家长对语言障碍儿童实施家庭干预,以期促进儿童语言障碍的康复。     

幼儿园特殊儿童早期干预方法的研究

幼儿园的特殊儿童是一个弱势群体,虽然存在智能不足、肢体障碍、性格异常、行为异常或其他显著障碍,但他们同样需要享受教育的公平。在实践研究中我们发现,通过吸纳和运用感觉统合训练、沙盘游戏疗法、蒙台梭利操作法、美术治疗等干预方法,对幼儿园的特殊儿童实施早期干预,可以有效解决儿童成长中的问题,促进其身心和谐发展。     

一个母亲对情绪与行为障碍儿童的早期干预研究

情绪与行为障碍儿童的预防、发现、干预、教育问题亟待解决。在以家庭为依托进行的矫治中,家长尤其是母亲的干预理念及参与程度对干预效果至关重要。综合运用调查、测验、观察等研究方法,描述、评估小乐的情绪与行为异常,并进一步分析诱因,探寻小乐母亲的早期干预策略对小乐产生的一系列积极变化,为家长参与儿童的干预矫治提供实践经验。     

智障儿童早期干预课程的探索

我校1990年开办了早期干预训练班,面向社会招收2-7岁智障儿童,至2002年9月训练班扩大规模,每年招收智障儿童48人,学生按年龄、能力安置在四个教学班中进行早期干预训练,根据最近发展区的理论和多元智能的理论,为每个儿童设计自己的长、短期目标,同时依据学生的能力制订个别训练计划并实施,至今已有100多名学生接受过教育训练.     

听觉障碍儿童的早期干预

彬彬,男,三岁半,小班幼儿,两岁时只会叫爸爸、妈妈,被医院诊断为听力丧失75%。彬彬语言发展严重滞后于同龄孩子,语音不清,只能发单音。虽智力正常,但不能正常学习。据了解,造成孩子听觉障碍的原因是:孩子出生时产钳伤及鼓膜。由于父母工作较忙,与他交流较少,两岁半之前家长未发现其异常,后发现听力异常后也未及时使用助听器。     

关于家长参与特殊儿童早期干预的几点思考

近年来,在特殊儿童早期干预领域,家长参与残障儿童早期干预日益为各国所重视。文章在参考国内外已有研究的基础上,就家长参与早期干预的角色、依据、存在的问题及对策进行了分析,以期为家长更好地参与残障孩子的早期干预提供一些帮助。     

中国农村儿童早期发展:政府投资的效益—成本分析

儿童早期发展(Early Childhood Development, ECD)项目主要目标之一是为儿童接受小学和更高的教育做学前准备。众所周知,ECD项目大部分收益体现在参与项目儿童会有更高的入学率、更少辍学并获得更好的学业表现。然而,中低收入国家往往不了解ECD项目的投资价值,因此,政府迫切需要有相关数据,以便为实施推广ECD项目提供政策决策的参考。本研究利用政府发布的公开数据和相关研究数据,采用世界银行研发的ECD效益成本测算工具,测算了中国政府在农村地区开展ECD项目的效益-成本比。结果表明,在中国农村地区,政府投资ECD项目的回报率非常高,其效益—成本比为4.2-9.3,如果换算为投资回报率的话,大致为7-15%。与政府投资的其它项目相比,这一回报率较高,也与世界上其它国家实施的ECD项目的投资回报率大致相同。因此,从效益-成本角度考虑,中国政府应该大力开展ECD项目,尤其侧重提高农村地区人力资本质量,为中国未来社会经济可持续发展提供良好的人力资本储备。     

财政投入与幼儿教育公平性研究

幼儿"入园难、入园贵"的原因在于学前教育的投入较少且不均衡。《国家中长期教育改革和发展规划纲要》、"国五条"和"国十条"的颁布,使我国学前教育开始进入一个新的发展阶段。学前教育属于公益性教育,政府必须投入,但在现有条件下,仅靠政府投入难以满足全体幼儿接受公共幼儿教育的需要,因此,必须发挥财政投入的杠杆作用。一方面,要将经费投向最急需幼儿教育的农村举办公办幼儿园;另一方面,又要在城镇投入一定量的资金,补助合格的民办幼儿园,从而吸纳更多的资金发展公共幼儿教育,以保障我国学前教育在发展的同时还能确保公平。     

美国联邦学前教育投入的特点及其对我国的启示

充足的投入是一国学前教育事业发展的基本保障，而通过立法加以明确和规定则是保障学前教育投入的行之有效的做法。通过对美国几部重要的学前教育法中有关投入的法律规定进行分析，我们可以看到美国联邦学前教育投入具有以下五个方面的特点：现实主义的价值取向、法治原则、非全面系统性、促进学前教育公平、拨款额度不断增加。这对我国学前教育事业发展和立法保障财政投入有着重要的启示作用与借鉴价值。     

Economic Deprivation and Early Childhood Development

We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems.     

Processes of Early Childhood Interventions to Adult Well‐Being

This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well‐being. Evidence in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K‐12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well‐being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.     

Self-Control Interventions That Benefit Executive Functioning and Academic Outcomes in Early and Middle Childhood

ABSTRACT

Objective and Outcomes: In this paper we describe extant child self-regulation and self-control interventions that benefit executive functioning and academic outcomes. We review interventions that occur in preschool, as well as those that are designed for elementary school-aged children. Outcomes include concurrent and later executive functioning gains, school readiness, school transition, and educational achievement. Our primary focus is on scientifically rigorous, prospective research, and we discuss international interventions that target child self-control from multiple perspectives. Conclusions and Implications for Research and Practice: We conclude by proposing future directions, highlighting areas where additional research is needed. In particular, studies measuring preschool/school readiness and transition, investigations that examine both socio-emotional and cognitive aspects of self-control development in the context of intervention, research integrating parents, families and schools, and more comprehensive, longitudinal studies of how these interventions affect academic outcomes would contribute greatly to this emerging literature.     

Interventions and Adaptations for Children with Autism Spectrum Disorder in Inclusive Early Childhood Settings

The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children’s unique needs. Young children experiencing autism spectrum disorder are being diagnosed at a young age and they are commonly receiving their education within inclusive early childhood settings. This article presents two methods to meet the needs of children with autism spectrum disorder. First, early childhood educators can provide interventions tailored to the children’s learning needs. Second, educators can adapt the environment, materials, activity, instruction, and assistance they provide so that each child is appropriately supported, while still being encouraged to succeed as independently as possible. This article summarizes research-based interventions and adaptations that early childhood educators can implement within inclusive settings to meet the diverse needs of young children with autism spectrum disorder and presents a case study to describe how these practices can support young children with autism spectrum disorder within inclusive settings.     

进化、发展与儿童早期教育

进化(种系发生)、发展(个体发生)与儿童早期教育之间的关系是儿童教育无法回避的基本理论问题.本文通过对标准社会科学模型的分析,在进化心理学,特别是进化发展心理学的理论基础上对进化、发展和儿童早期教育之间的关系作了初步讨论,指出应重新认识本能,重视生物学初级能力发展的重要性和自然选择在儿童早期的作用,同时提出儿童早期教育应加强对进化和生物因素的关注.     

毕生发展观与早期儿童教育

毕生发展观以贯穿人的一生的发展历程作为指导思想来看待儿童每个时期的发展变化.本文在介绍其基本理论要义的基础上,重新解读了在毕生发展观指导下的早期儿童发展与教育的内涵,同时就毕生发展观指导下的儿童早期教育原则进行了阐述,以期为早期儿童教育的理论与实践研究提供一种新的视角.     

德国学前教育的发展现况和未来趋势

德国的学前教育长期以来并没有形成统一的学前托管模式,入园率、师资等在原东德和原西德地区之间存在很大差异.德国的学前教育计划由各州自行制定、实施并监管,但联邦政府还是从政策和财政投入两方面积极推动学前教育的发展.为了使母亲有更多的就业机会,德国政府不断加强对学前教育的关注度和投入力度:从法律上保障儿童接受学前教育的权益;提供灵活多样的社会托管服务;将托管服务对象由3～6岁扩大到0～6岁并致力于改善托幼机构的育儿质量.