家庭经济资本对学生社会情感能力的影响——父母参与的多重中介作用

通过对深圳市某区2218名小学生家长进行问卷调查,考察家庭经济资本与父母参与对学生社会情感能力的影响,结果显示：家庭经济资本与学生社会情感能力呈显著正相关;父母参与在家庭经济资本影响社会情感能力过程中具有部分中介作用;父母参与的子维度中,亲子交流、学校活动和提供学习环境均在家庭经济资本与学生社会情感能力之间发挥多重中介作用,其中亲子交流的中介效应最大。     

美国特殊需要儿童家庭参与早期干预的特点及启示

美国特殊需要儿童家庭参与早期干预经过多年的发展,已经拥有较为成熟的经验,其特点表现为：家庭参与早期干预工作基本法制化、系统化,重视家庭参与早期干预积极氛围的营造,高度重视家长在早期干预工作中的需求和权利,注重对家长参与早期干预的支持,重视家庭资源以及家庭与专业人员的合作。汲取其经验,结合我国家庭参与早期干预的现状,可从提高家庭认知水平、建构家庭支持保障体系、强化多方合作等方面着手来提高我国特殊需要儿童家庭参与早期干预成效。     

家园共育促进幼儿思维发展之探索

《纲要》指出:"家庭是幼儿园重要的合作伙伴,应本着尊重、平等、合作的原则;争取家长的理解、支持和主动参与,并积极支持、帮助家长提高教育能力。"本文以幼儿思维的发展为切入口,探讨如何以家园合作的方式开发促进幼儿的思维。从家长资源的优势分析,到如何合理有效的挖掘和利用家长资源,鼓励家长参与幼儿的逻辑思维训练,寻求科学的教育策略,达到家园协作共同发展幼儿思维的目标,使幼儿在丰富的多元环境中潜能得到开发。     

家庭亲子游戏调查研究——以甘肃省泾川县2所幼儿园的部分幼儿家庭为例

家庭亲子游戏在幼儿游戏的发生、发展过程中占有重要的地位,是儿童游戏的一种重要形式。基于此,研究以甘肃省泾川县2所幼儿园211位幼儿家长为研究对象,对其家庭亲子游戏的现状展开调查得出以下结论:大多数家长对家庭亲子游戏持肯定的态度,但对学习的重视远大于游戏;在家庭亲子游戏的理解上存在误区;参与、指导家庭亲子游戏的意识比较薄弱;家长为幼儿提供的家庭亲子游戏场地单一、固定,提供的玩具多是购买的成品且数量有限;城市父母比农村父母在激发幼儿游戏兴趣方面做得更好,等等。文章针对调查中发现的问题提出了相应的建议,希望能对家长建立科学的家庭亲子游戏观念以及正确开展家庭亲子游戏有所帮助。     

家社联动：美国社会机构参与家庭STEM教育——基于STEM未来希望基金会的个案研究

自20世纪60年代起,美国政府开始关注家庭参与教育及相关政策的制定。但目前,美国不同家庭获取教育资源的差距依旧明显。在此背景下,一些社会机构做出了积极响应,多方参与家庭教育,实现教育的家社联动,美国STEM未来希望基金会便是其中之一。它支持并与众多机构合作,搭建多方参与的家庭STEM教育支持网络;赋能家庭参与STEM教育,包括提供丰富的STEM学习资源,为家长参与STEM教育提供指导,提高家庭STEM教育信心;为家庭引进多样化学习模块,多方互动提升家庭STEM教育能力,亲子共学提振家庭STEM学习氛围。这些都为家社联动开展STEM教育进行了积极探索,也为我国推进家校社合作提供了借鉴。     

如何开发和利用家长资源来创设幼儿园环境

创设美丽的幼儿园环境是非常重要的,很多家长往往会忽略了自己的责任,以为把幼儿送进幼儿园园所,就全靠老师来指导,其实不然,幼儿对父母以及家庭的依赖是不可忽视的。《幼儿园教育指导纲要》中指出：“家庭是幼儿园重要的合作伙伴。应本着尊重、平等、合作的原则,争取家长的理解、支持和主动参与,并积极支持、帮助家长提高教育能力。”随着《纲要》的贯彻和落实,家园共育已引起广大幼教工作者的广泛关注和重视,成为幼教改革和发展的一大趋势。家长资源作为一种重要的教育资源被引入幼儿教育,已经是幼儿园有效教育资源的来源之一。那么,如何调动家长的积极性,使他们重视、关心和积极配合参与幼儿园教育呢？怎样才能科学地用“家长”这个幼儿教育的资源呢？     

家长参与在特殊学前教育中的地位与优势

<正>一、家长参与在特殊学前教育当中的地位对于儿童来说,家庭是其学习与成长极为重要的环境。对儿童来说,父母既是养育者,也是重要的教育者,其一言一行都会成为儿童学习技能和积累生活经验的重要来源。通常来说,家长特别注意养育者的角色,随时为孩子提供关怀和保护,也正因为此,家长也成为与孩子交往最多、最了解孩子的人。与此同时,如果父母能为孩子提供丰富的学习环境,并给其     

让家长在慢阅读中品味亲子共读乐趣——以我园的家庭亲子阅读指导为例

<正>随着时代的进步与发展,家长的文化素质与教育能力发生了很大的变化,他们期望幼儿园和教师能提供适宜的家庭教育指导。在亲子阅读指导的实践中,我园结合家庭阅读需求,引导家长主动参与,以适宜的方式支持家长相互交流、学习,促进家长亲子阅读指导水平提升。现结合我园家庭亲子阅读指导中所开展的活动,浅谈几点做法与体会。一、了解家庭亲子阅读现状并给予初步的指导     

家庭教育十项内容

“让孩子赢在起跑线上”是每个家长的共同心愿,但如何赢,部分家长却感到困惑。我认为家庭教育首先应包括以下十项内容:全面了解孩子情况。家长应支持学校教育,主动关心、了解孩子的学习情况,询问孩子的学习成绩,检查孩子的功课,了解孩子的兴趣与爱好、长处与不足。营造良好的家庭学习环境。父母应通过多种途径,为孩子提供许许多多的学习机会,营造一个稳定且学习内容丰富的家庭学习环境。父母为孩子提供的图书资料越多,孩子的阅读能力就越强;父母自己经常进行阅读,也能为孩子树立榜样。定期校访加强协作。家长与学校相互合作,定期校访,了解学…     

幼儿家庭玩具的选择与使用策略研究

在如今的教育环境下,很多家庭中以一孩和二孩为主,父母都把希望寄托在孩子身上,都不想让自己的孩子输在起跑线上。随着家庭经济水平的普遍提高,家庭中基本有为幼儿购买各种家庭玩具的能力,并且更加注重通过玩具来开发幼儿的智力。在家长普遍对幼儿教育的关注下,努力为幼儿提供优质的家庭教育环境,主动学习学前教育相关知识等是家庭教育健康发展的主要表现。基于此,笔者通过各方面的资料查询和研究,给广大家长在幼儿玩具选购和使用两方面提出建议,希望能为相关课题的研究提供帮助。     

Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment

In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies.     

幼小衔接阶段开展国学经典诵读的意义及策略

幼小衔接阶段开展国学经典诵读,在幼儿的知识层面、学习技能层面及情感态度和价值观层面都大有裨益,既有利于提升幼儿的识字量、开发幼儿的记忆潜能,又有利于培养幼儿的道德情操。幼儿园可以从创新国学经典教育形式、学习古礼、举办朗诵活动、鼓励亲子共读、将国学诵读融入其他课程等方面入手,开展国学经典诵读活动。     

小议儿童学英语

儿童英语热是近年来家长及教育界普遍关注的热点现象之一。围绕儿童学外语的最佳年龄及与成人学外语的比较，国外的语言学家和教育家做了大量的实验和问卷调查。探讨中国儿童学习英语既可以为儿童外语研究提供不同角度的信息，又具有很大的社会及实际意义。     

Fathers’ and mothers’ home learning environments and children’s early academic outcomes

The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p < .05) and fathers (β = .22, p < .05) make unique contributions to their preschooler’s early academic skills, but only for families where mother has less than a bachelor’s degree. For families where mother has a bachelor’s degree or higher, the effect of father’s HLE practices is not a significant predictor of children’s academics when considering mother’s HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers’ practices, they are particularly important for the academic development of children whose mothers have less than a bachelor’s degree. Practical implications are discussed.     

The Home Literacy Environment and Preschool Children's Reading Skills and Interest

Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.     

“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning

Research Findings: Little is known about how parents approach preschoolers' mathematics learning and how this aligns with early mathematics education research and policy. This study examined these questions by contrasting parents' approaches to early mathematics and language and by exploring key themes in parents' talk about mathematics learning and education. Consistent with current research and policy, parents reported helping preschoolers learn mathematics and attempting to connect this learning to children's interests and everyday experiences. However, parents admitted to lacking goals for and knowledge about early mathematics. In addition, compared to language, parents reported that mathematics was taught less often at home, should be emphasized less in preschools, was less interesting to preschoolers, required more direct instruction, and was less of a personal interest and strength. Practice or Policy: Parent interventions could capitalize on parents' beliefs and practices by providing parents with concrete examples of what mathematics preschoolers learn through daily activities, how to maximize children's mathematics interests, and what the similarities are between early mathematics and language. These efforts will also need to help parents overcome their mathematics anxieties and show parents why early mathematics education is important. Similar strategies could be used to help early childhood teachers improve their mathematics practice.     

Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes

Favourable home learning environments (HLEs) support children’s literacy, numeracy and social development. In large-scale research, HLE is typically measured by self-report survey, but there is little consistency between studies and many different items and latent constructs are observed. Little is known about the stability of these items and constructs over time when used in either longitudinal research or studies with children with a wide range of ages. A review of the literature shows commonalities and differences between approaches in research on HLE. When we tested the psychometric properties of a short-form measure of HLE with a Rasch item-response-model using longitudinal data from over 1600 Australian families, there was support for two dimensions of HLE—formal and informal learning frequency. We found that this measure was stable over the transitional period from pre-K to school as well as between gender and family language background. There were small but significant associations between the HLE measures and cognitive and behavioural developmental outcomes. We recommend that other measures of HLE could be similarly validated to assess their suitability for use in longitudinal research on learning environments. Recommendations are made for the future development of measures of broader constructs of the HLE.     

Understanding Chinese children’s word reading by considering the factors from cognitive,psychological and ecological factors

Reading is a complex activity that is related to factors from the cognitive, ecological, and psychological domains. However, few studies have investigated the mechanisms underlying word learning by including the factors from the three domains in Chinese children. One hundred and ninety-four Chinese first graders completed tasks on cognitive abilities and word reading ability and a questionnaire relating to the psychological domain, their parents answered questionnaires relating to the psychological and ecological domains. The cognitive factors in the present study involved general (i.e., working memory) and reading-specific (i.e., vocabulary and morphological awareness) abilities. As ecological factors, the parent-reported family socioeconomic status (SES) and home literacy environment (HLE) were used to indicate parents’ resource characteristics of the literacy interactions at home. As psychological factors, an overall mental status was measured by the Conners’ Parent Rating Scale-Revised and reading self-efficacy were used to indicate children’s demand and force characteristics in the literacy interactions. The results of path analysis showed that, after controlling for age and nonverbal intelligence, the reading-specific cognitive abilities had a direct effect on word reading. Working memory, HLE, and reading self-efficacy contributed to word reading through the reading-specific cognitive abilities. Family SES facilitated HLE, which subsequently benefited the reading-specific cognitive abilities, and then assisted word reading.     

中小学生业余钢琴学习问题的调查与思考

中小学生钢琴学习应是一种以人为本的学习活动,应让琴童在学习过程中形成用身心去感受音乐的能力与经验,以促进其个性的完善与发展;应把钢琴学习与琴童自身的爱好结合起来,并以此为切入点发展琴童对钢琴学习的兴趣;在中小学生钢琴学习过程中,教师家长应避免功利心,对中小学生钢琴学习效果的评价应以琴童自身水平为标准;应根据琴童自身的特点与学习水平制定学习计划,并以一颗平常心对待琴童,理解容忍琴童的缺点与错误;同时,教师家长应与琴童保持平等的关系,不断了解中小学生的心理特点,选择易于被琴童接受的方式,从长远发展的高度给予琴童切实的帮助。     

Media as social partners: the social nature of young children's learning from screen media

Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development. The findings reviewed in this article suggest the social nature of learning, even learning from screen media.