美国幼儿教师教育标准对我国幼儿教师专业发展的启示

一、美国幼儿教师教育标准概述 （一）美国幼儿教师教育五项核心标准 美国幼儿教师教育标准是全美幼儿教育协会（The National Association for the Education of Young Children,简称NAEYC）开发的。全美幼儿教育协会为培养幼儿职业从业人员的高等教育计划设计指南,美国幼儿职业的从业者包括儿童早期教育专业人员、儿童早期教育者、儿童早期教师、儿童早期教育助教、儿童早期教育预备教师、助手、指导者、     

上海市自闭谱系障碍儿童早期干预现状调查

研究者选取上海市6所开展自闭谱系障碍儿童早期干预工作的专业教育机构,对其中的46位教师及69位儿童家长进行调查。结果表明,自闭谱系障碍儿童从早期发现到早期评估再到接受早期干预需要经历相当长的时间,仅有27.5%的儿童在3岁前接受了早期干预;教师队伍有待优化;家长虽然对早期干预态度积极,但参与程度有限;儿童每周接受有效干预的时间偏少,干预效果有进一步提高的空间。建议尽快建立并完善自闭谱系障碍儿童早期教育支持体系,配备足量教师并推动教师专业发展,延长儿童接受有效干预的时间,鼓励家长积极参与,以提高干预效果。     

印度发展学前补偿教育项目的经验及启示

印度发展学前补偿教育项目的经验主要包括:重视学前教育在个体和社会发展中的重要价值;通过法律和法规的形式确定学前补偿教育项目的地位和实施;不断扩大对学前补偿教育项目的财政投入;各级政府积极承担和履行管理学前补偿教育项目的责任;提高学前补偿教育项目工作人员的素质和待遇。这些经验对于我国发展农村学前教育具有重要的借鉴意义。     

关于新西兰早期教育课程中教师角色的启示

新西兰是一个重视儿童早期教育的国家,为提高早期教育质量,新西兰政府组织研究团队经过不断的实践与探索最终形成了具有本国特色的Te Whāriki课程。在该课程中,教师扮演着儿童主动学习的支持者、学习的倾听者和观察者、连续学习与发展的反思者和促进者、不同学习情境的连接者等角色。通过对新西兰早期教育课程中教师角色的分析,给予我们如下启示:教师应重视学习的主动性,支持儿童的兴趣与探索;重视学习的记录与评价,促进对儿童的全面了解;重视学习的连续性,支持儿童的持续发展;重视与家庭和社区的连接,共同促进儿童的学习与发展。     

论幼儿科学教育儿童化

随着幼儿教育理论研究的深入和幼儿教育实践的不断发展,科学教育越来越受到理论和实践工作者的广泛重视。虽然国内外关于幼儿科学教育的理论与实践研究势头尚好。但总体而言,我国幼儿科学教育的研究起步较晚,在科学教育理论与具体的教育实践活动中仍然存在许多问题。需要在幼儿科学教育课程、环境、方法及评价等各方面进行改革,力求实现幼儿科学教育的儿童化。     

Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays

This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes.     

General Education Teachers' Attitudes and Perceptions of Teamwork Supporting Children with Developmental Concerns

The successful inclusion of children with developmental concerns in general education classrooms is influenced by the participation of general educators on the teams that support these children. One hundred and forty-eight general education teachers who were serving on teams that support children with developmental concerns in schools were asked to complete the Attitudes About Teamwork Survey, the Team Characteristics Survey, and the Team Process Perception Survey. Respondents held a generally positive attitude about teamwork. Challenges related to scheduling and time for teaming were noted. Central themes emerged relative to perceptions about benefits (discipline collaboration, sharing of knowledge/ideas), limitations (time constraints), and supports (collaboration and supports of individual efforts). Respondents provided recommendations for the improvement of teamwork related to management, organization, and communication. Practical implications of the results and directions for further investigation in this area are discussed.     

General Education Teachers' Attitudes and Perceptions of Teamwork Supporting Children with Developmental Concerns

The successful inclusion of children with developmental concerns in general education classrooms is influenced by the participation of general educators on the teams that support these children. One hundred and forty-eight general education teachers who were serving on teams that support children with developmental concerns in schools were asked to complete the Attitudes About Teamwork Survey, the Team Characteristics Survey, and the Team Process Perception Survey. Respondents held a generally positive attitude about teamwork. Challenges related to scheduling and time for teaming were noted. Central themes emerged relative to perceptions about benefits (discipline collaboration, sharing of knowledge/ideas), limitations (time constraints), and supports (collaboration and supports of individual efforts). Respondents provided recommendations for the improvement of teamwork related to management, organization, and communication. Practical implications of the results and directions for further investigation in this area are discussed.     

Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental Outcomes

This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. Controlling for early childhood externalizing, the minimal/ceasing trajectory groups were associated with the lowest levels of subsequent adolescent antisocial behavior in both samples and with parent–adolescent positive relationship quality in the second sample.     

幼儿教育类微信公众号对家庭教育的影响

随着微信的广泛使用和微信公众号的兴起,一大批幼儿教育类微信公众号得到用户关注。依据运营者的类别,幼儿教育类微信公众号可分为政务类、企业类、媒体类、幼儿园类和个人类,每种类型各有其特色和优势。它们为家长搭建了一个便捷的网络学习平台,从观念和方法两方面提升育儿质量,有助于解决"权威失声"的问题,让家长走出商业垄断的意见圈子,并为个人搭建了相对自由的发声舞台。为提高微信公众号对家庭教育的正面影响力,建议提高微信公众号的质量并加强监管;通过多种途径进行家庭教育指导;引导家长将"碎片化学习"与"系统化学习"相结合;加强对优质个人公众号的推介。     

Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence

New Zealand is moving towards increased qualification requirements for early childhood educators. There is an underlying assumption that there is a correlation between quality early childhood education, teacher qualifications and quality practices in teaching and learning. Two fields of literature, early childhood pedagogy and science specific pedagogy, are reviewed briefly to provide a framework with which to consider why student teachers' attitudes, misunderstandings and misconceptions in science can limit their ability and willingness to create quality teaching and learning opportunities. The study reported in this paper highlights, in general, that early childhood student teachers' subject knowledge in science was poor. It also emerged that the student teachers were unaware of how little they knew and how this might affect their ability to provide appropriate science experiences for young children.     

鲁道夫·施泰纳的儿童发展观及其对我国幼儿教育的启示

鲁道夫·施泰纳认为幼儿有三个成长期;幼儿会全身心感受环境,环境对幼儿的成长具有重要影响作用;教育应根据幼儿的不同气质加以适当调整.施泰纳的儿童发展观体现在华德福幼儿教育实践的各个环节中,包括环境创设、教师指导、活动组织、教育评价等.施泰纳的儿童发展观对我国幼儿教育具有一定的启示意义.例如,教师要创设适宜幼儿发展的环境,引导幼儿在日常生活中积累经验,针对幼儿的气质类型开展有针对性的教育,重视教师的示范作用,重视游戏对幼儿发展的意义,等等.     

农民工子女融合教育:教师职业能力面临新挑战

融合教育是当前学术界提出的应对农民工子女教育问题的主要途径之一。融合教育正使教师职业能力面临前所未有的挑战。本文讨论了当前融合教育的基本内涵,分析了对教师职业能力的挑战,并提出了应对的思考与建议。     

Examining Response to Intervention Using a Framework of Best Practice from Early Childhood Special Education

I believe that the integration of people with disabilities is one of the most critical issues that the field is currently facing. It is an issue in which there is little agreement over what integration is, whether it is desirable or not, and to what degree it should occur as a policy and on an individual level. My co-authors and I strongly support the integration of people with disabilities into all aspects of society and that empirically based intervention strategies are needed to ensure that quality programming is provided for successful integration. Starting inte- gration in early childhood settings is an important point to begin efforts because children become used to having peers of differing abilities and are then more likely to be accepting of others as they get older if they receive this exposure at an early age. I highlight two important points of our article.     

The Effects of a Teaching Methods Course on Early Childhood Preservice Teachers' Beliefs

This study examines the effectiveness of an educational methods course for changing early childhood preservice teachers' instructional beliefs. The teaching methods course emphasized constructivist teaching principles. Seventy-eight of the early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief Survey at the beginning and end of the 15-week course. The results of both quantitative and qualitative data analysis indicated that participation in the teaching methods course had significantly changed preservice teachers' beliefs. As a result of the course, preservice teachers' constructivist beliefs increased, and these beliefs became more concrete and coherent. Results are discussed in relation to the literature, and the implications of examining early childhood education programs are explored.     

Effectiveness of a Family‐focused Early Intervention Program in the Education of Children with Hearing Impairments Living in Rural Areas

The purpose of this study was to investigate the effectiveness of a family‐focused early intervention program developed to meet the needs of children with hearing loss and their parents. The participants were 12 children with severe and profound hearing loss who lived in a rural area of Turkey. They did not have any additional disabilities. Their ages ranged between 0 to 4 years. These children and their families had not participated in any intervention program before this research was designed. The 12 participants and their families were assigned to either an experimental or a comparison group. The data was collected before and after the implementation of the program, using three instruments; a preliminary information form for parents, a Scale of Parental Needs and an observation form to evaluate verbal communication. After the implementation of the intervention program, statistically significant differences were found between the experimental and comparison groups regarding their verbal communication.     

高师幼教琴法课教学之我见

琴法课是高师幼教专业的一门重要技能课程,主要是通过学习键盘乐器来学习、理解音乐,掌握键盘乐器的基本演奏方法和技能,从而培养学生对键盘乐器的实际综合应用能力.     

A Meta-synthesis of Caregivers’ Experiences Transitioning from Early Intervention to Early Childhood Special Education

Early Childhood Education Journal - The transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) is a stressful time for caregivers of children with disabilities....