The Importance of Intentional Socialization Among Children in Small Groups: A Conversation with Loris Malaguzzi

Loris Malaguzzi, founder and guide for 50 years to the schools of young children in Reggio Emilia, Italy, passed away in January 1994. In this interview, conducted in 1990, Malaguzzi speaks directly to early childhood educators in the United States. He blends theory and practice as he clarifies the theoretical base of the Reggio schools and discusses pedagogical implications for early childhood practitioners who want to work from a deep understanding of children's thinking and questions.     

计算机与幼儿园课程的整合

本文主要探讨了计算机整合于幼儿园课程的几个问题,包括怎样理解计算机整合于幼儿因课程的含义,将计算机整合于幼儿因课程的意义,以及整合的具体方式,并对整合过程中遇到的问题如教师自身的计算机基础、软件在课程整合中的作用等问题进行了简要探讨。     

Early childhood educators’ meta-cognitive knowledge of problem-solving strategies and quality of childcare curriculum implementation

This study aims to explore the impact of early childhood educators’ meta-cognitive knowledge on the quality of their childcare curriculum implementation, and to gain insights regarding successful problem-solving strategies associated with early education and care. Early childhood educators’ implementation of general problem-solving strategies in real educational settings has not previously been studied, even though providing early education and care is a complicated ill-structured task requiring effective problem-solving strategies. The present study surveyed 166 South Korean early childhood educators regarding their meta-cognitive knowledge of five general problem-solving strategies (free production, analogy, step-by-step analysis, visualisation and combining) and childcare curriculum implementation. In general, strategic teachers provided high-quality childcare. Teachers preferred analogy most strongly among the five general problem-solving strategies, but step-by-step analysis was the most powerful predictor of quality of curriculum implementation. Among the five strategies, only three strategies (step-by-step analysis, free production and analogy) showed meaningful associations with quality of curriculum implementation.     

试析美国幼儿教育课程模式的理论流派及其启示

美国幼儿教育课程模式是我国改革开放后幼儿教育课程改革的重点学习和借鉴对象,可惜一直以来研究者忙于介绍单个的课程模式,而缺乏整体的认识和剖析.本文从理论流派的角度,分别从浪漫主义流派、文化传递主义流派和进步主义流派剖析众多美国幼儿教育课程模式,最后就学习和借鉴美国幼儿教育课程模式提出了一些启示和反思.     

蒙台梭利课程实施过程中的问题及对策

蒙台梭利课程对我国幼儿教育的发展有重大的影响,但是在实施过程中也存在诸多问题,比如蒙台梭利课程存在市场化倾向、课程实施水平参差不齐、缺乏统一的蒙氏师资培训、家长对蒙台梭利课程缺乏充分的认识等等。为了实现蒙台梭利课程可持续发展,需要相关行政部门、幼儿园、社会等多方面的共同努力。     

日本当前幼儿教育课程改革述评

在少子化、幼儿规范意识淡薄及世界幼儿教育普遍受到重视的背景下,日本政府于2008年展开了新一轮幼儿教育课程改革。此次课程改革强调幼儿教育的奠基作用,注重教育课程规定时间外所进行的教育活动,着力于\"健康\"和\"人际关系\"领域的改革,是一次较为保守的课程改革。     

Identifying high-quality centre-based childcare using quantitative data-sets: what the numbers do and don't tell us

Quantitative approaches to defining and measuring quality in early childhood education and care (ECEC) have provided a key platform for policy development. Yet their strengths and limitations as informants of high-quality ECEC have not been tested. In this study we examine two sources of quantitative data collected over a five-year period for 74 long day care centres: (1) the Early Childhood Environment Rating Scale-Revised and Infant-Toddler Environment Rating Scale instruments which are well-established observational measures; and (2) Australia's nationally administered Quality Improvement and Accreditation System which involves a self-study and validation process. Correspondence over time and across measures was more consistent for the centres identified as providing lower quality ECEC. Variability in ratings of quality was more evident in lower quality centres, whereas high-quality centres showed less variability over time. High quality, however, was less consistently identified across measures. Discussion focuses on the strengths and limitations of these measures of quality, and the implications these have for policy development and future research.     

学前融合教育质量:相关概念解析与评价工具的理论构想

无论在理论或实证研究方面,国内针对托幼机构教育质量的研究尚处于摇篮期.而在这些刚刚起步的研究中通常没有包含特殊幼儿的教育质量问题.合理地界定和评估学前融合教育是确保特殊幼儿接受有质量的早期教育的基础.作者在总结了什么是有质量的早期普通教育和特殊教育的理论和相关研究的基础上,提出了建构适合中国国情的有质量的早期融合教育的理论依据.     

统整课程述评

本文对统整课程的基本内容与模式等问题作了一系列阐释,提出了统整课程应该包含的六个内在维度,并结合我国的教育实践,对统整课程在我国幼儿教育中的实践进行思考。     

早教师资培养课程设置研究

0-3岁婴幼儿早期教养事业在我国处于蓬勃发展的阶段,而早教师资培养还在起步阶段。研究建构一套适合早教师资职前培养的课程体系,对早教合格人才培养工作具有重要意义。课程的设置应遵循：必修课和选修课相辅相成、专业基础课和专业技能课并重、理论课与实践课融合的三原则。课程设置应包括：公共基础课程、专业课程、选修课程、实践课程。课程理念和课程设置目标的具体实现关键在于课程的有效实施：一是组建专业建设指导委员会,做好导向;二是成立选修委员会,增加选修课;三是推行＂双证＂乃至＂多证＂教育,提高师资素质。     

美国幼儿教师教育的普通知识标准

美国幼儿教育协会制订早期儿童教育专业的准备标准,提出了各个层次从业者的培养要求。就早期儿童教育专业候选者所需要的普通知识的准备而言,该组织提出了语言和读写能力、艺术、数学、身体锻炼和体育、科学、社会研究等领域的培养要求,可以为我国幼儿教师教育的课程改革提供借鉴。     

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs.     

Examining the Reggio Emilia Approach to Early Childhood Education

Reggio Emilia, a prosperous region in Northern Italy, is the site of one of the most innovative, high-quality city-run infant-toddler and pre-primary systems in the world. The Reggio Emilia Approach to early childhood education draws from the ideas of many great thinkers, yet it is much more than an eclectic mix of theories. With that in mind, the following points concerning the learner, the instructor, and knowledge serve to guide the Reggio Emilia Approach to educating young children: the learner possesses rights, is an active constructor of knowledge, and is a social being; the instructor is a collaborator and co-learner along with the child, a guide and facilitator, and a researcher; and knowledge is viewed as being socially constructed, encompassing multiple forms of knowing, and comprised of meaningful wholes.