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。     

美国家长投入研究述评:内涵、效果与发展趋势

家长投入是提升儿童学业成就的关键性因素,也是美国教育改革的热点议题.自1965年被提出,家长投入的内涵经历了从关注行为指标到多维度分类、从外部的行为和资源到兼顾情感与信念、从家长个体行为到家庭、学校和社区合作的演变.家长投入对儿童及家庭具有积极意义,但家长投入成效受到投入质量的调节,同时也具有文化相对性.家长投入实践与研究的发展趋势是家长投入的公平、改善家长投入质量以及超越学业成就来综合地评估家长投入的结果.     

农村特殊儿童随班就读支持系统的调查研究

目的:了解农村地区特殊儿童随班就读的政府支持、社区支持、家庭支持、学校支持以及随班就读学生自我支持等5大支持系统的现状及存在的问题,探讨解决问题的对策。方法:使用自编的问卷对某县教师、普通学生及其家长、随班就读学生及其家长等5种人群进行测试。结果:家庭与学校支持系统比较完善,政府经费支持力度较好,社区支持力度不够,随班就读学生自我预期不佳。结论:政府支持需要加大宣传力度,学校支持系统中的资源教室和资源教师提升的空间较大,社区支持需加强。     

脱贫地区0-6岁儿童家庭养育状况调查

家庭作为社会最基本的细胞组织,发挥重要的抚育和教育功能。2020年,为全面了解脱贫地区0-6岁儿童家庭养育状况,中国儿童中心和中国发展研究基金会联合开展了“脱贫地区儿童早期发展”课题研究,通过对5353名0-6岁儿童及其家庭进行调查,从家庭基本情况、家庭喂养、家庭教育、家庭支持服务四个方面展现了脱贫地区的家庭养育情况。调查发现,脱贫地区的总体家庭养育状况良好,但家长的科学养育意识和社会的家庭支持服务仍有待进一步加强,建议通过制定政策、采取措施、配置资源等方式,从营养健康、教育服务、家长指导等方面促进脱贫地区儿童的早期发展。     

诚待细微,堆砌点滴——浅述充分利用幼儿园家园共育中的契机

新《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。在幼儿期,对儿童影响最大的是家庭,家园共育可以说是素质教育的立足点。教师要与家长建立平等合作的伙伴关系,共同生成适宜于促进每个幼儿最大限度发展的教育,也就是幼儿园和家长之间要有和谐的家园关系。     

家协会：家校合作的新实践

家校合作在国外已经有丰富的实践经验和理论概括,在我国则是改革开放以后的事情。家校合作对于促进学生健康成长、教师和家长共同进步、学校和家庭共同发展具有重要意义。何谓家校合作家校合作就是两种教育——学校教育与家庭教育,两个教育机构——学校和家庭,两种身份的教育者——教师和家长,相互合作、相互支持、相互融合,共同促进孩子发展。从概念中可以看出,家校合作有这样几个要素：第一,家校合作是指学校和家庭之间的合作,家长参与学校教育,     

浅谈留守儿童家园沟通策略

幼儿园教育是幼儿身心健康发展的一个必要条件。为了促进幼儿园与家庭的合作,必须加强幼儿园教师与家长的沟通,尤其是与留守儿童家长的沟通。在幼儿教育中,我通过电话沟通、开家长会等策略,加强家园的沟通,促进合作,从而对幼儿进行共同一致的教育。     

农村留守儿童的教育关怀——甘肃省通渭县S中学调研个案

农村留守儿童亟待关注。留守儿童家长在家庭经济低收入与子女教育之间取舍失衡,令留守儿童学业与身心发展陷双重不利境地。学校教育有意无意漠视其特殊性,致使留守儿童学习生活背负更多消极体验。课程内容"城市化"倾向忽略了农村儿童的现实需求。对此,需加大西部农村基础教育投入,拓宽留守儿童教育途径。学校应切实转变教育理念,加强教师培训,完善课程设置。要强化农村父母在子女监护和教育方面的职责,转变其教育观念,适时加强亲子沟通,促其健康成长。     

如何与家长有效沟通

现代教育倡导学校、家庭、社会三位一体,利用家访,寻求与家长沟通的有效方法,建立一种和谐的沟通关系,是保证家庭教育发挥作用的有效途径。现代教育倡导学校、家庭、社会三位一体,家庭是孩子的第一所学校,是影响儿童发展的重要因素之一。家长的影响、家庭所提供的环境对儿童的成长和意志品质的形成具有潜移默化的作用。如何充分发挥家长在学生成长中的重要作用呢?利用家访,教师积极寻求与家长合作沟通的方法,建立一种和谐、有效的沟通关系,是保证家庭教育发挥作用的有效途径。通过学校、家庭的联系,多角度地充分发挥教育功能,会更加有利地促进小学生的全面发展,培养他们积极健康的学习、生活态度。在实际工作中,要通过不断的家访工作,尽快掌握与家长的相处、交流的有效方法。     

听力障碍儿童学校适应问题及对策研究

学校适应水平的高低对听力障碍儿童的健康成长以及社会适应有着非常重要的影响和意义,但听力障碍儿童由于自身、家庭、学校等因素的影响产生了学业、行为、情绪、人际、环境等一系列学校适应上的问题。为了提高听力障碍儿童的学校适应水平,特殊教育学校和教师应该了解听力障碍儿童的身心特点,加强与家长的沟通,提供良好的环境支持,为听力障碍儿童提供适切的服务。     

低收入农民工家长对学前子女教育期待的研究

家长教育期待是影响子女学业成就的关键因素。相较于城市家长,农民工家长教育期待水平相对偏低。在实现教育期待上,他们表现出了明显的外控倾向。与城市居民有更多互动的从事越界型职业的家长,对子女获取更高学历的意愿更强烈。家长投入效能感、聚居区的独特文化、城乡二元和新二元社会结构的限制是影响农民工家长教育期待的主要原因。农民工家长教育期待对子女发展的影响是复杂的。短期内,家长教育期待可能提升子女教育期待,但长期来看,缺乏实现条件的家长教育期待对儿童的发展未必是正向的,家长教育期待的表达可能导致子女轻视本阶层。     

Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence From a Low-Income,Urban Sample

Research Findings: Home-based involvement—defined as the actions parents take to promote children’s learning outside of school—is often the most efficient way for low-income parents to be involved with their children’s education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for low-income families. This is a notable oversight given established links between parent involvement and children’s educational outcomes. To learn more about this gap, we used data from 220 low-income, urban students to examine associations between 4 dimensions of child temperament—negative reactivity, task persistence, withdrawal/shyness, and motor activity—and home-based parent involvement. Parent–child conflict was also examined as a mechanism explaining associations between dimensions of child temperament and parent involvement. Hierarchical multiple regression analyses revealed that a withdrawn/shy temperament in children predicted lower levels of home-based parent involvement, whereas a task-persistent temperament predicted higher levels of home-based parent involvement. Parent–child conflict partially mediated the relationship between task persistence and home-based parent involvement. Practice or Policy: Results expand understanding of home-based involvement at kindergarten entry in low-income families and illuminate the need to consider child temperament within the context of early intervention programs.     

Hong Kong pre-service early childhood teachers’ attitudes towards parental involvement and the role of their family relationship quality

ABSTRACT

Teachers’ attitudes towards parental involvement play an important role in the ways they approach children’s families. This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families.     

How African American Mothers from Urban,Low-Income Backgrounds Support Their Children’s Kindergarten Transition: Qualitative Findings

The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools.     

Mathematical experiences and parental involvement of parents who are and who are not mathematicians

Previous studies suggest that parental involvement in children’s mathematics education is more established for parents who feel competent in mathematics. This qualitative study aimed to gain an in-depth insight into the experiences of parental involvement of two different groups of parents: those who are mathematicians and those who are not. Data were collected through narrative interviews with parents. A thematic analysis of the data revealed findings within two distinct but interrelated themes: parents’ mathematical experiences and parental involvement in their children’s mathematics education. The findings indicated that the two groups of participating parents differ in their own experiences of mathematics as well as in their parental involvement. The main difference in parental involvement was indicated in the area of children’s school mathematics, since mathematician parents, compared to non-mathematician parents, according to their narratives almost never get involved in their children’s mathematics homework. In addition, the data revealed a large gap in the coverage and content of the mathematical activities that parents in both groups provided to their children.     

Parental entrepreneurship in public education: a social force or a policy problem?

Parental involvement in public education is an expression of joint responsibility between parents and the state in which parents are expected to comply with current educational policy. Moreover, parents are often perceived as reactive, whereas the educational administration is seen as proactive, mainly by reducing barriers and establishing mechanisms for parental involvement. Referring to proactive involvement in which parents practice noncompliance while fighting the system, this study conceptualizes ‘parental entrepreneurship.’ The practical aspects of parental entrepreneurship are analyzed based on three well-known manifestations: homeschooling, the integration of children with special needs, and parental cooperatives within early childhood education and care. Parental entrepreneurship further exemplifies the blurry boundaries between parents and administration as regards children’s education and demonstrates that the entrepreneurial role parents may play in reforming formal public education. Parental entrepreneurship also illuminates the ongoing renegotiation of the foundations of the social contract between parents and the government, primarily in relation to professionalism, legitimacy, and authority.     

The Value of Education and Educación: Nurturing Mexican American Children’s Educational Aspirations to the Doctorate

Guided by the framework of community cultural wealth, this study uncovered how 7 low-income, 1st-generation Mexican American PhDs interpreted their parents’ and families’ educational aspirations, messages imbued with aspects of normative parental/familial involvement as well as cultural forms of support. This study demonstrates the power of narratives that children carry with them as they navigate various educational systems. I discuss strategies for helping Mexican American students make meaning of these messages and negotiate potential conflicts with their goals of degree attainment, and I add a new dimension to research on the formation of educational aspirations and the role of educación.     

父母教育期望与留守儿童的学习投入:父母教育卷入和自我教育期望的中介作用

为系统考察父母教育期望与留守儿童学习投入的关系,以及父母教育卷入和自我教育期望在其中的双重中介作用,采用父母教育期望问卷、自我教育期望问卷、父母教育卷入问卷以及学习投入问卷,对我国河南、四川、贵州、山西等地1535名留守儿童进行了调查研究。结果发现:(1)单亲外出和双亲外出留守儿童知觉到的父母教育期望、自我教育期望、父母教育卷入和学习投入得分均显著低于非留守儿童,而单亲外出和双亲外出留守儿童之间差异未达显著性水平;(2)父母教育期望和留守儿童学习投入呈显著正相关关系;(3)父母教育卷入与自我教育期望在父母教育期望和留守儿童学习投入之间起到双重中介作用。因此,父母教育期望既直接影响留守儿童的学习投入,又通过父母教育卷入和自我教育期望的中介作用影响留守儿童的学习投入。     

Parental Involvement in Children’s Learning: The Case of Cochlear Implantation—Parents as Educators?

Extensive research emphasises the importance of parental involvement for children’s learning and academic achievement. This paper reports from a Norwegian study researching parents’ experiences on follow-up after their child’s cochlear implantation. Within this context, parental involvement is suggested to be of major importance for the child’s language learning. The study explores the parents’ talk on their involvement in the child’s language after implantation. Data consist of 27 written parental accounts and interviews with 14 of these parents. The analysis shows the parents’ extensive involvement in the child’s language learning. The study brings into conversation how understandings of learning influence parental involvement, leading to implications for the parents and children involved. It addresses a need for debate on how parents can support children’s learning, whilst avoiding parenthood becoming a series of educational tasks.     

上海市特殊儿童家长参与子女早期教育的现状调查

特殊儿童家长参与子女早期教育具有重要意义.对上海市特殊儿童家长参与子女早期教育的态度、现状和方式进行问卷调查和个别访谈后发现,目前存在着对家长参与的认识不到位、参与现状的总体水平较低、极少参与学校行政、信息化手段使用较少等问题.因此,采取一系列措施使家长更有效地参与到特殊儿童的早期教育中尤为重要.