在自由玩耍中培养幼儿创造性思维的实验研究

本研究采用实验法,探索幼儿园自由玩耍对幼儿创造性思维发展所起的作用。实验结果表明：自由玩耍有助于提高儿童创造性思维的流畅性,但对儿童创造性思维独创性的促进作用存在性别差异。     

Exploring kindergarten teachers’ views and roles regarding children’s outdoor play environments in Oman

The purpose of this study was to explore kindergarten teachers’ views and roles regarding outdoor play environments in Omani kindergartens. Thirty kindergarten teachers from 15 private kindergartens were observed and interviewed. The results indicated that teachers recognize the importance of outdoor play in children’s development and learning. Although teachers are satisfied with the safety conditions of the outdoor play environments, they feel they need to know more about how to maintain safety criteria in this environment. Teachers most frequently took on the role of supervising and guiding children’s behaviour or setting up materials for play, whereas providing verbal comments and participating in play were less common. Omani outdoor play environments were found to face specific difficulties, such as the hot climate, a shortage of materials and equipment, a lack of natural surroundings and the short length of time spent outdoors. The article concludes with policy implications and pedagogical recommendations.     

Conceptualising play-based learning from kindergarten teachers’ perspectives

This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants’ definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of play-based learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills.     

Nature study,Aborigines and the Australian kindergarten: lessons from Martha Simpson’s Australian Programme based on the Life and Customs of the Australian Black

This article examines an experimental kindergarten programme Work in the Kindergarten: An Australian Programme based on the Life and Customs of the Australian Black developed by Martha Simpson in early twentieth-century Australia. Here Simpson adapted international Revisionist Froebelian approaches to cultural epoch theory and nature study in an Australian context. Accepting that human development recapitulates, Simpson posited that Aboriginal culture could serve as stimulus for age-appropriate and improving child-centred activities. Local contingencies, including histories of violent cross-racial encounter, complicated an attempt by kindergartener Helen Beaumont to apply the programme in the Sydney slum suburb of Leichhardt. These contingencies are documented and analysed.     

师幼关系中幼儿教师的角色意识探析

本研究对师幼关系中幼儿教师的角色意识进行了调查与分析,结果发现幼儿教师认为自身之于儿童所处的角色地位依次为朋友、教育者、组织者、保育者、学习者。幼儿教师对朋友、保育者、学习者、组织者等角色行为规范的理解较为清晰、明确,扮演起来也较为容易,但对教育者角色行为规范的认识较为模糊、混乱．扮演起采存在一定难度。     

Play – a multi-modal manifestation in kindergarten education in China

Play, as an educational concept, has entered many kindergartens in China; yet it has not become a core idea, or been prioritised in the teaching and learning process. An ongoing trans-provincial study started in 2008, using observation, interviews and document analyses. Based on findings from nine kindergartens in three provinces, this article illustrates how the concept of play is perceived and manifested in kindergartens located in three cities across China. It is suggested that there is a certain relationship between the rank and the status of play in a kindergarten, which may offer a systematic way to better understand how the concept of play is represented in Chinese kindergartens. Evidence also shows that the play concept has influenced Chinese educational ideas and pedagogy at certain levels but without changing the fundamental Chinese ideas of a play and learning relationship. Explanations for the phenomena observed, such as ranking versus forms of manifestation will be suggested.     

加拿大安大略省《幼儿园大纲》解读

加拿大安大略省从2010年开始推行全日制幼儿园,于2016年完成了《幼儿园大纲》的修订工作。修订后的新大纲提出了一个基于幼儿成长需求的幼儿园课程四框架,主张在探究文化中遵循基于游戏学习的基本原则,倡导多方合作协调的幼儿园公平和全纳教育,实施"让儿童的思考和学习看得见"的叙事性评价。这些对我国学前教育纲领性文件的修订、幼儿园课程改革都富有启发意义。我国学前教育纲领性文件也有必要融入文献、案例,兼具指导性和操作性,应当将全纳教育的理念渗透到幼儿教育实践之中,构建一个以儿童为本的幼儿园课程框架。     

上课在幼儿园中的不正常地位及其改善措施

新中国建立后,在学前知识系统化教学的幼儿园课程理论指导下,上课在幼儿园教学中一直处于一统天下的地位.上世纪80年代以后,更多的西方幼儿教育理论被引进,幼教界也努力克服教学实践中存在的小学化倾向,于是,上课在幼儿园无处安身了.但幼儿园有教学,既然有教学就有课堂,问题的关键不在于要不要上课,而在于课堂里是否具有幼儿喜爱的游戏精神.为此,教师既要具备娴熟的课堂组织能力,又要领会游戏精神的实质,更要努力将二者融为一体.     

Drama: narrative pedagogy and socially challenged children

Melanie Peter, Senior Lecturer in Education and Early Childhood at Anglia Ruskin University, argues that the ability to engage in narrative stems from early interactive play formats and is essential for perceiving patterns and sequences in life – the fabric of social understanding. Developing themes set out in her earlier work, this article presents a rationale and developmental model for drama as narrative pedagogy. Whether narrative impairment is a cause or consequence of their difficulties, hard-to-reach or socially challenged children – exemplified by those with autism – characteristically show a limited spontaneous play repertoire, which necessarily hampers their development. However, through a play-tutoring approach in drama, especially by the teacher-in-role, significant gains may be noted. Melanie Peter uses case studies to illustrate an emerging triad of competencies that contribute to enhancing social understanding: more effective communication, greater sensitivity in interaction and creative problem-solving. The generative pedagogical dimensions support a developmental framework for using drama to explore cultural values and issues embedded in stories, towards greater narrative identity and more effective participation in a social world.     

大课程观视野下的幼儿园游戏课程化取向

游戏对幼儿具有重要的发展价值和教育价值。如何解决幼教领域理论上“重视”游戏,实践中“轻视”游戏“两张皮”的怪现象,仍然是一个老大难的问题。基于大课程观背景下的幼儿园游戏课程化的提出与设想,为我们解决这一现象提供了新视角。     

从自主阅读到创意表达:绘本剧的教学策略探讨

在绘本剧教学中,教师可以试图利用绘本剧带动幼儿进行自主阅读,并由自主阅读向创意表达延伸,最终实现幼儿综合素养的不断提高.文章以幼儿园绘本剧的实践教学为研究内容,探讨绘本剧在幼儿阅读表达过程中的重要作用,并结合教学中出现的常见问题,分析完善绘本剧教学的实践策略,为更多幼儿教师开展绘本剧教学提供改革意见.     

The Role of Play in the Pedagogy of ICT

Today’s children meet a wide range of technology in their everyday lives, and they become competent users of devices such as mobile phones and games machines without any formal instruction. It appears that highly complex ICT processes and techniques can be learned through informal methods which are very much learner directed—unfocussed exploration, creative invention, trial-and-error, cooperation with friends and asking people who are more experienced. Indeed, the children themselves tend to see their activity as play rather than learning.This paper describes a project carried out in a number of informal learning situations. The children involved were relatively disadvantaged economically, and the majority were not very confident in using a PC. Most had access to both a games machine and a mobile phone, however, and rated themselves as very confident with these. The project aimed to find out how they developed competence in using unfamiliar hardware and software, and how much they learned from self-directed study in a loosely structured learning environment. In order to investigate these issues, groups of children were introduced to new software tools and left to ‘play’ with the software in order to explore the possibilities and discover new features. The children were observed and their questions answered, and the researcher also discussed their experiences with them afterwards.Despite their lack of previous experience with PCs and the particular software used for the project, the children were generally successful in gaining specified competencies with the software. Several children reflected that they were learning in the same way as they had learned to use mobile phones, although there was no evidence for transfer of specific techniques. This indicates that the role of higher order learning skills is important, and evidence emerged that the influence of self-efficacy may be more important in gaining success than previous experience with PC technology. This factor is suggested as the focus for further investigation.     

From policy to practice?: the reality of play in primary school classes in Northern Ireland

As more countries align their curricular frameworks with play-based and experiential pedagogies, this paper provides a critical insight into the benefits and challenges that arise in practice when a play-based approach to learning and teaching becomes a political directive in Northern Ireland primary schools. Drawing on socio-constructivist and post-structural thinking, the messages from Foundation Stage teachers and the learning experiences provided are unravelled through the researchers' interpretive lens, exposing for critique two key discourses about the relationship between play as policy and practice – namely play as learning and play as pedagogy. Although this study may have raised more questions than answers about the debate, the authors conclude, in so doing, it has facilitated an original troubling of the established discourse and added to the knowledge base about the politicisation of play as practice in the early years of primary schooling.     

Cultural Pedagogy and Bridges to Literacy: Home and Kindergarten

This paper presents five key aspects of cultural pedagogy theory: social interactions, self-identity, externalization of inner thought, educational institutions, and narratives. These are viewed as critical vehicles to fostering the child's literacy development in early childhood, among other things. Within this sociocognitive theoretical frame work great importance has been assigned to the cooperative link between the young child's two primary worlds: the home and the kindergarten.     

学前教育美术专业教学探析

绘本剧是一种艺术性的表演模式,从表演中可以获得学前美术学习的方法和经验,这是培养学前教师自主性和创新性的一种全新的教学方式。利用这种方式在学前教育美术课堂的教学活动中可以其提高美术教学质量,探索出适应学前教师的身心发展和美术课程要求的有效性路径,要不断改进教学方法、学习方法、引导自主思考,让教师沉浸在乐于探索、勤于动手的学习环境里,从而培养积极而持久的学习兴趣、创新思维和实践能力。     

Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play

This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities.