苏姗·霍兰德幼儿教育技术学术思想研究

苏姗·霍兰德是美国幼儿教育技术研究与实践的开拓者,其发展适宜性的幼儿教育技术学术思想对美国学前教育信息化发展产生了重要影响。研究评述了其对幼儿教育技术的开拓性贡献,并从技术观、幼儿教育软件评价、技术与幼儿课程整合、使用家庭计算机四个方面,对霍兰德的幼儿教育技术学术思想进行了系统梳理。     

毕生发展观与早期儿童教育

毕生发展观以贯穿人的一生的发展历程作为指导思想来看待儿童每个时期的发展变化.本文在介绍其基本理论要义的基础上,重新解读了在毕生发展观指导下的早期儿童发展与教育的内涵,同时就毕生发展观指导下的儿童早期教育原则进行了阐述,以期为早期儿童教育的理论与实践研究提供一种新的视角.     

幼儿教师的教育观念内化机制研究

在当前国家大力发展学前教育的背景下,研究幼儿教师对国家颁发的《幼儿园教师专业标准》《3—6岁儿童学习和发展指南》等政策文件代表的先进的教育观念的内化,是目前非常紧迫且有价值的课题。影响幼儿教师教育观念内化的心理内部因素包括个性倾向性系统、认知系统、情感意志调控系统和个性心理特征系统,与此相应地可以获得幼儿教师的教育观念内化的动力机制、认知机制、信念机制和发展极机制。     

以教育叙事研究为切点促进幼儿教师专业发展

幼儿教师专业发展是其教育理论知识与教学实践相结合,不断内化为个体理论知识和实践知识的教育机智的过程。教育叙事研究来自实践,服务于实践,是幼儿教师成为学习者和研究者,是促进幼儿教师专业发展的有效方式和手段。     

幼儿教育的“生命”审视

教育是源于生命发展的需要,教育应该关怀人的生命、关注人的价值。但长期以来我们的教育却遮蔽了这种本原性的需求,把教育的目的异化为知识、技能的掌握。在我国现实教育领域,从教育理念到教育方法,都普遍存在着有意或无意间漠视或压抑生命的现象。从生命的视角来审视幼儿教育,教育的过程应是以生命为原点,关爱生命,提升生命质量的教育,点化和润泽生命是教育的核心。     

从学制和教育法令看中国近代幼儿教育的规范化历程

中国近代规范化的幼儿教育经历了一个从无到有的过程.鸦片战争、甲午战争之后清政府处于战败危机状态,开始派员赴日考察日本学制,并把幼儿教育介绍到中国.从《壬寅学制》中我们可以看到蒙学堂的构想,《癸卯学制》进一步修订了之前的学制并设立与西学幼稚园真正对接的蒙养院;之后蒙养教育在《壬子癸丑学制》中遭遇遗失,被归置于师范学校当中成为附属蒙养园;复辟时期保皇派重新重视蒙养育儿;直到资产阶级革命胜利后《壬戌学制》(即1922年新学制)主张由地方兴办,幼儿教育最终摆脱了家庭教育、师范教育得以独立.在此艰难反复过程之中,我们看到不同派系的改良、改革主张实际成为探讨幼儿教育权的归属问题.     

Early identification of special educational needs and the definition of 'at risk': The Early Years Transition and Special Educational Needs (EYTSEN) Project

Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be 'at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings.     

Selecting or Upgrading Software and Web Sites in the Classroom

Three issues are important considerations when selecting or updating software and/or web sites for children’s use in classrooms or computers labs. The first issue is computer integration: products need to mesh with the goals or standards identified by the school, district or state. Second, violence should be avoided, especially if children initiate and control the violence. Third, the developmental appropriateness of programs is an essential consideration. The outstanding software and web sites for 2004 are reviewed and illustrated with screen captions.     

试析我国澳门地区幼儿园入学制度

对我国澳门地区的幼儿园教育模式、入学考核、收生方式、评审内容、计划与政策等进行多角度分析与比较,有助于深入了解当地的幼儿教育制度,从而参照相关细节,使我国建立完善的教育体制模型,达到平等教育的核心理念.同时,为确保幼儿教育产业的长期发展,使其受到社会各界的重视,改变以往对幼儿阶段学习与培训的漠视,开启孩童迈入教育的漫长...     

Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile / Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile

This article presents a study which aimed to explore the professional identity of early childhood teachers in Chile, applying a sociocultural approach. Relying on an exploratory qualitative design, data were collected through focus groups and photo-narratives. The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of early childhood education; and that they admit that their capacity to resist this tendency is limited to the classroom. These findings suggest that, having scarce resources available to negotiate their professional identity in their working context, early childhood teachers in Chile have a limited capacity for agency.     

对示范性幼儿园的作用与未来走向的思考

示范性幼儿园是特定背景下的产物。国家关注示范性幼儿园建设的目的是发挥示范性幼儿园的示范和辐射作用,带动全国幼儿教育事业的发展。然而,随着经济的迅速发展,示范性幼儿园建设出现了加剧幼儿教育的不均衡发展、过度建设“贵族”“精英”幼儿园、浪费教育资源等问题,甚至可能导致教育寻租现象的发生。政府要从政策制定入手,逐渐限制和缩小教育差距,完善公共教育政策。     

Pre-service teachers’ perceptions on TPACK development after designing educational games

This qualitative case study aimed to investigate Early Childhood Education (ECE) pre-service teachers’ perception of development in their technological, pedagogical, content knowledge (TPACK) after designing educational computer games for young children. Participants included 21 ECE pre-service teachers enrolled in the course Instructional Technology and Material Design. The data were collected through focus group interviews, observations, and journals. The results indicated a perceived improvement in TPACK. Moreover, participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, during the game design, specific TPACK was disseminated, and participants reported increased abilities in using technology and designing computer games for educational purposes.     

对美国早期教育不公平现象的分析

美国早期教育的不公平现象至今依然存在,着重表现为早期教育可获得性不公平、早期教育项目质量不公平以及资金投入不公平等方面。早期教育不公平问题的产生有复杂的历史和文化原因。美国政府和学界一直致力于解决教育不公平问题。美国经验的启示是,要进一步加强对教育公平问题的科学研究,把教育公平问题作为深化早期教育改革与发展需要解决的核心问题来考虑,通过解决教育公平问题推动社会发展。     

提供高质量学前教育与保育:来自TALIS 2018“强势开端”项目的经验与启示

《提供高质量学前教育与保育:来自TALIS 2018"强势开端"调查》报告于2019年12月发布。经济合作与发展组织对影响儿童学习、发展和福祉的各项因素进行量化,发现各国学前教育发展领域面临的共同挑战:教师学历偏低,相关培训待普及;对儿童基础认知技能的培养重视不够;最迫切的教师专业发展需求领域是"支持特殊需求儿童";教师工作满意度普遍较高,但受社会尊重的程度不够,希望提高工作待遇。通过国际间的比较和借鉴,为加强我国学前教育的师资队伍建设,教育行政部门可适当加大政策调控力度和财政投入,提升学前教育师资队伍的专业性,研制健全的学前教育质量标准,同时构建家庭—幼儿园—社区的学前教育共同体,营造积极的育人环境。