幼儿园班级"绿"文化创建的行动研究

班级文化建设是幼儿园教学工作的重中之重,良好的班级文化能促进幼儿健康成长.在幼儿园班级文化创建过程中,幼儿园教师可将绿色文化融入其中,为幼儿营造绿色环保、健康生活的绿色文化氛围,培养幼儿健康生活的意识和良好的学习品质.文章围绕幼儿园班级"绿"文化创建活动,探究班级"绿"文化创建内容、实施途径,以及在班级"绿"文化创建中...     

中班幼儿班级常规管理

幼儿园的管理是通过班级来实现的,所以说班级管理是幼儿园管理的重中之重,是基础、是核心。幼儿园班级管理的目的是培养幼儿良好的行为习惯。《幼儿园教育指导纲要》在"科学、合理地安排和组织一日生活"中明确指出:"建立良好的常规,避免不必要的管理行为,逐步引导幼儿学习自我管理。"因此,常规管理的好坏直接影响班级的整体面貌、各项活动的质量。     

关于幼儿教师班级管理观念的调查与分析

当前，教育界对班级管理的关注主要侧重于中小学的班级管理，而对幼儿园班级管理的研究相对较少。幼儿园班级管理有其特殊性．幼儿园班级是幼儿生活的情境，同时幼儿的心理和生理特点决定了学前教育的目的不是传授知识。而是对幼儿进行生活管理与教育，促进幼儿的自律与合作，最终促进幼儿的全面发展等。可以说，幼儿园班级管理是幼儿生活的前提，它本身就是一种教育，对幼儿的身心发展有重大意义。     

关于幼儿教师班级管理观念的调查与分析

当前,教育界对班级管理的关注主要侧重于中小学的班级管理,而对幼儿园班级管理的研究相对较少。幼儿园班级管理有其特殊性。幼儿园班级是幼儿生活的情境,同时幼儿的心理和生理特点决定了学前教育的目的不是传授知识,而是对幼儿进行生活管理与教育,促进幼儿的自律与合作,最终促进幼儿的全面发展等。     

营造良好班级常规氛围,促进幼儿身心和谐发展

<正>班级是一个小社会,是幼儿园完成保教任务的基层小集体,是幼儿最具体的学习环境和生活场所,对幼儿的发展具有最直接的影响,幼儿的健康成长直接取决于班级保教工作的成效。《幼儿园教育指导纲要》明确指出:幼儿园必须"科学、合理地安排和组织幼儿一日生活",同时"建立良好的常规,避免不必要的管理行为,逐步引导幼儿学习自我管理"。由此可见对班级常规工作的管理是教师在繁琐而紧张的一日活动中的     

小班幼儿常规培养策略

正《幼儿园教育指导纲要(试行)》中指出,要科学合理地安排和组织一日生活,建立良好的常规,避免不必要的管理行为,逐步引导幼儿学习自我管理。那么,什么是幼儿园常规?幼儿园班级常规是幼儿园一日生活制度安排和幼儿在各项活动中应遵守的具体行为准则。一、建立常规的必要性1."国有国法,家有家规。"一个国家要依法治国,法律就是"常规",一个单位要正常运转,制度就是"常规"。一个班级要正常进行活动,也要有班级常规。幼儿园的班级常     

让幼儿成为班级管理的小主人

陶行知先生倡导的"小先生"制,作为一种充分发挥幼儿自主性的班级管理方式,对当今的幼儿教育有着很重要的作用。幼儿作为幼儿园班级的主体考虑到其身心发展中认知水平较低、缺乏生活经验、依赖性较强等特点,其作为班级管理主体的主体性发挥往往被忽视,作为幼儿教师,在树立正确儿童观的基础上,应该及时让幼儿知晓他们能够理解的班级事务,适当地让幼儿参与制定班级常规,在生活、游戏、教学等方面充分体现幼儿作为班级"主人"的主体性。     

浅谈幼儿园教师如何优化常规管理

幼儿园班级常规是指幼儿园一日生活制度安排和幼儿在各项活动中应遵守的行为准则。幼儿园的班级常规不仅包含了科学的生活常规,还包含了交往和实践活动中基本的社会行为规则和基本的安全意识,对幼儿的终身发展有重要影响。幼儿园教师作为班级常规管理的决策者和执行者,承担着管理和教育幼儿的重任,其自身素养、管理水平、专业能力等方面对班级常规管理具有重要意义。     

幼儿园小班一日常规培养之妙招

《幼儿园教育指导纲要》中明确指出:教师要"在共同的生活和活动中,以多种方式引导幼儿认识、体验并理解基本的行为规则,学习自律和尊重他人",以及"要建立良好的常规,避免不必要的管理行为,逐步引导幼儿学习自我管理。"这给我们为幼儿建立有效的班级常规提供了理论依据。但是何为常规呢?幼儿园班级常规,是幼儿园一日     

浅谈中班幼儿参与班级管理的策略

班级是幼儿园的基础组织,班级管理的实施对幼儿的发展有着直接影响。文章阐述了在中班通过设立班级"小助手"岗位让幼儿参与到班级管理中的不同领域,并遵循"全员参与、轮流做主"的实施原则,使每位幼儿各施其能、各展其才,促进幼儿个性发展,引领幼儿全面健康成长。     

Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre‐skills

This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom.     

Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties

The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at the end of kindergarten, as were their reading skills at the start and at the end of Grade 1. Eighty-seven of these children were identified in kindergarten as being likely to develop reading difficulties. The results showed that emotional support and classroom organization in kindergarten were positively associated with the development of children’s reading skills across Grade 1, especially for those prone to reading difficulties. They also showed that frequent literacy activities in kindergarten were positively related to children’s reading skills shortly after entering Grade 1. All the positive longitudinal associations were stronger for those children seen to be at risk of developing reading difficulties than for those not at risk.     

Instructional support predicts children's task avoidance in kindergarten

This study examined the role of observed classroom quality in children's task-avoidant behavior and math skills in kindergarten. To investigate this, 1268 children were tested twice on their math skills during their kindergarten year. Kindergarten teachers (N = 137) filled in questionnaires measuring their professional experience and also rated the children on their task-avoidant versus task-focused behaviors. Trained observers used the CLASS instrument (Pianta, La Paro, & Hamre, 2008) to observe 49 kindergarten teachers (out of 137) on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that kindergarten classrooms differed in terms of children's task-avoidant behavior and math skills. Moreover, the more instructional support was evidenced in the classroom, the less children were rated as showing task-avoidant behavior. Task-avoidant behavior then predicted children's low levels of math skills. The findings of the present study emphasize the importance of quality of instructional support for children's adaptive classroom behaviors.     

Including children with selective mutism in mainstream schools and kindergartens: problems and possibilities

There is little research on inclusion of children with selective mutism in school/kindergarten. Moreover, few studies have tried to understand selectively mute children’s interactions in the natural surroundings of their home and school/kindergarten. Five children meeting the DSM‐IV criteria for selective mutism were video‐observed in social interactions in kindergarten/school and at home. Their parents and the staff in kindergarten/school took part in semi‐structured interviews. Themes arising from the data were: (1) assessment by the school/kindergarten; (2) interactions in the classroom/kindergarten: inadvertent maintenance of mute behaviour; (3) interactions in the classroom/kindergarten: overcoming selective mutism; (4) school/kindergarten contacts with parents; and (5) tensions in cooperation between home and kindergarten/school. Kindergartens/schools that succeeded in including children with selective mutism found that the child started to speak after a year with encouragement and gentle support from adults and other children. In those cases where the children maintained their selectively mute behaviour, teachers and other children either accepted their refusal to speak and their exclusion of themselves, or selectively reinforced the maladaptive behaviour.     

Rural classroom environments as contexts for teacher-child relationships

The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships.     

An Experiment with the Otis Group Intelligence Scale in the Needham,Massachusetts, High School

ABSTRACT

This study used Early Childhood Longitudinal Study–Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7–8 points higher. There was significant variability in the home and classroom learning environments of Black, Latino, and White children and associations with these children's mathematics scores. Nevertheless, reading at home was a significant predictor for spring mathematics scores for all groups. If children started kindergarten proficient in mathematics, the Latino-White mathematics gap, after controlling for home and classroom factors and other covariates, was no longer significant. However, the Black–White mathematics gap remained significant. If children did not start kindergarten proficient in mathematics, both the Latino–White and Black–White mathematics gaps remained significant.     

Regulatory Contributors to Children's Kindergarten Achievement

The present study sought to examine whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children's achievement test scores. Children's emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school).     

Classroom organization and teacher stress predict learning motivation in kindergarten children

This study examined the extent to which observed teaching practices and self-reported teacher stress predict children’s learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high learning motivation in children and that the children’s learning motivation contributed to their level of phonological awareness. Moreover, children’s learning motivation mediated the association between teacher stress and children’s phonological awareness. The results emphasize the importance of teachers’ pedagogical well-being and classroom organizational quality for children’s learning motivation.     

CHILDREN'S AFFECTIVE ORIENTATIONS IN PRESCHOOL AND THEIR INITIAL ADJUSTMENT TO KINDERGARTEN

Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short‐term longitudinal study examined children's affective orientations and other school‐related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into kindergarten. Child, parent, and teacher reports were obtained, and classroom practices were observed. Findings showed that children who anticipated liking school demonstrated more positive approaches and adjustment in kindergarten than did less enthusiastic children. Children's approaches to learning in the classroom, reported by teachers and parents, were similar across the transition from preschool to kindergarten, despite notable differences in practices. Recommendations for practice include attending to children's affective orientations, involving multiple informants in school readiness assessments, and fostering communication among teachers in school transition activities.     

Play is not the work of the child: Young children's perceptions of work and play

Using qualitative methods of participant observation and in-depth interviewing, this research explored kindergarten and first and second grade children's perceptions of classroom activities. Young children perceived classroom activities in terms of what they considered to be work and what they considered to be play. Children identified many messages they received from the classroom context, their peers, and their teachers that contributed to their distinctions. Distinguishing elements included the obligatory nature of activities, the cognitive and physical effort required, the involvement and evaluation of the teacher, and the fun children experienced while engaged in activities. Children saw some activities as “in-between” work and play. A work-play continuum is presented that incorporates children's characterizations.