Early childhood intervention: possibilities and prospects for professionals, families and children

In March 2005, Barry Carpenter, OBE, Chief Executive and Director of Research at Sunfield, an education and residential care centre for children with severe and complex learning needs, gave his inaugural professional lecture at University College Worcester. This article is based on that lecture. In it, Barry Carpenter reviews international trends in early childhood intervention and relates these to changing patterns of childhood disability, family needs, practitioner-led service development and Government policy initiatives. He describes a political climate in the UK which is ripe for the development of a nationally cohesive programme of early childhood intervention and proposes a number of key factors hat are crucial to the consolidation of the plethora of initiatives that have taken place in the UK in recent years. These include: early interventions that are delivered from the point of diagnosis; practice that is transdisciplinary; and high quality training for professionals. At the heart of this process, however, must be the voice of the family - guiding, informing, sharing, engaging. The key to successful early childhood intervention, Barry Carpenter argues, is responsivity - to society, to its families, but most of all to its children.     

后现代女性主义课程研究及其评价

从后现代女性主义的立场理解课程是课程研究的一个新视角,也是目前国际课程研究领域独具特色的理论流派之一。研究者把女性及其有关问题作为研究对象,重视女性的知识和经验,以女性自身的特点建构和发现意义。提出“关怀”是女性的思维方式与行为方式,也是教育最原始的职责,并建议采取关怀的而非技术的思维方式来修正和组织教育,倡导整合的思维模式,建立和谐、合作的人际关系、研究关系。     

Investigating Parent and Professional Perspectives Concerning Special Education Services for Preschool Latino Children

Population changes in the US have created new challenges for service providers responsible for screening, determining eligibility, and providing appropriate educational services to young English Language Learners (ELLs). Six focus groups (two each) with administrators, teachers, and parents were conducted in two different locations to investigate the referral, diagnostic evaluation, and placement of prekindergarten Latino children who are ELLs and their families. The purpose of this study was to: (a) identify effective practices that differentiate between cultural/linguistic differences and learning differences; (b) identify the gaps in the current special education services; and (c) make recommendations to reduce the disproportionate representation of young ELL children based on these data. The results revealed a number of factors contributing to the disproportionality of young ELL children in special services such as: inconsistent screening and evaluation methods; insufficient numbers of bilingual professionals and trained interpreters; communication barriers and contradictory procedures that undermine meaningful partnerships with parents of ELLs; the need for professional development on the purposes and administration procedures of screening and evaluation tools; and a need for policy and regulation changes pertaining to ELL children such as the timing of screenings and evaluations.     

翻译与性别:女性主义的突围

在西方传统译论中,翻译(译文)总是被认为是对原作的复制和翻版,是女性化的产物。本文论述分析了女性主义译者如何借助解构主义理论颠覆翻译(译文)在传统译论中的次等身份,并以此为工具质疑和颠覆在社会历史中对女性的性别歧视。     

中国家庭子女教育成本与投资分析

对人的教育投入,主要来自于家庭和国家,而家庭的投入占有很大比例。随着教育改革的深化和市场经济体制的确立,家庭对子女教育的投入比例越来越大。确立家庭对子女教育的投资理念和机制,是现代健康家庭生活所必需的,对国家宏观教育规划也有着积极支持 的作用。     

妇女写作与女性主义

在英国文学史上,妇女写作已成为传统。本文对传统的妇女写作与当代女性主义作家的作品进行话语对比分析,试图说明当代女性主义已把笔触延伸到意识形态手段的性质和效用,延伸到社会及文化语境这些更具普遍意义的问题之上;指出当代女性主义作家大胆地向传统文学评论中的双性同体美学提出挑战,并试图改变和颠覆西方文化领域中人们早已习以为常的以男性家长制意识形态为基础的思维定势,向传统的性别角色定型观念发起前所未有的冲击。     

张扬与消解反抗与回归--《简·爱》的女性主义阐释

夏洛蒂·勃朗特以独特的叙事形式创造了一部完全自信的、充满挑战性的强有力的现实主义小说《简·爱》 ,她通过简·爱的个人言说、反家庭的叙述 ,让简·爱顽强地一路“反抗”、“否定”了父权社会给女性施加的压力。但是 ,由于夏洛蒂·勃朗特所处的时代 ,女作家模仿传统的流行模式 ,将创作的艺术标准和社会作用内在化 ,以迎合父权社会的文化消费观念 ,所以简·爱的女性主义个性化又受到一定程度的消解     

从性别政治到生态政治:西方女权主义艺术的进路

西方现女权主义艺术的最大价值和终极价值,在于它终于觉察到女权中心主义的潜在威胁;在于她仅仅期望在自己的文化中自由的言说、自由地阐释、自由地建构自己和形成自己,最后以最自然地方式实现向社会,包含男人的社会的融合;在于她大度地超越性别、种族、种类、国家,追求人与自然、社会高度和谐一致的生态智慧。如果我们估价女权主义时,过多地依赖男性世界对女权主义本身的反应,反而忽视女性对自身命运和遭际的觉知和觉醒的范围和程度,忽视女性对自身的重新塑造和定位的渴求的强度,忽视女性把自身和宇宙进行协调统一的考量的博大胸襟,其结果只能造成对女权主义理解的迷障。     

西方女性主义视阈下的弗吉尼亚·伍尔夫批评研究

女性主义思想是一个包罗万象的思想体系,伍尔夫将它具化到文学创作当中,提出了一系列女性写作的可行方法。当今的女性主义研究,要么越来越意识形态化、政治化,要么越来越陷于精致深奥的理论,与创作和批评实践越来越远。那么我们回过头去重新审视伍尔夫留给我们的女性主义思想的宝贵遗产,会让我们走得更远。     

Families and Educators Together: Raising Caring and Peaceable Children

This article presents key information on the substance of developing family–educator partnerships to promote caring in children and families during the early childhood years. Specific strategies are presented and discussed with special emphasis on honoring parents and families in their journey to promote caring and peaceable children.     

Teaching Young Children Science: Three Key Points

Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as “doing science”, as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children’s socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies.     

美国早期家庭教育指导模式研究——基于加利福尼亚州州县两级“最初五年”项目

早期家庭教育具有重要价值。随着“全面三孩”政策的颁布与实施,推进早期家庭教育指导、建立普惠性且有质量的公共托育服务体系是当前社会的强烈需求和核心共识。美国将儿童、家庭与社区看作是一个整体,从联邦到各州均出台了一系列保障儿童及家庭的政策文件,并在各州各县通过不同的项目广泛应用。加利福尼亚州“最初五年”(First 5 California)项目是早期家庭教育指导方面极具代表性的项目之一,其目的在于建立综合、全面、协作的信息和服务系统,以促进儿童最好的早期发展,确保儿童已准备好入学并充分发挥其潜力。梳理美国国家性政策以及加利福尼亚州州县两级“最初五年”项目,借鉴国外发达地区的早期家庭教育指导管理体制、供给机制、督导评估机制做法,这一指导模式从理念、组织与管理、形式与内容三方面为我国早期家庭教育提供了思路,并为我国发达地区构建基于社区的早期家庭教育指导模式提供丰富的实践经验资源。     

Reconsidering change and ICT: Perspectives of a human and democratic education

Has ICT changed education? Has the reformative, humanistic and emancipatory role that many educators have envisaged for ICT in education been realized in the reality of classrooms? Bearing in mind these two critical questions, the present paper attempts to approach the visionary narrative of the so-called information society (in recent times also referred to as knowledge society) and the rhetoric underlying the role of ICT as an agent for change and a substitute for education. Latest international facts and figures are examined with the purpose of assessing the realization of this role and raising critical arguments against the idea of perceiving ICT as the totem of educational change. From this evidence, it is argued that educational media and tools cannot revolutionize, but can only strengthen, further and reinforce established educational goals, curriculum contents, teaching and learning methods. This leads us to conclude that, as the educational use of ICT becomes assimilated, it mirrors and to a certain degree broadens or exacerbates prevailing socio-economic problems and current educational conditions. Thus the main focus of the paper is to attempt to redefine and re-approach the role of ICT from a human and democratic standpoint. It concentrates on ICT success stories, which seem to whisper the critical pedagogy tale. These stories serve as an avenue for reflecting upon the liberating possibilities of ICT, which can flourish when they are embedded in an alternative and progressive educational setting. In such an educational context, ICT represents an interesting, challenging and essential educational theme, one of the necessary keys for unlocking, understanding and participating in a competitive, demanding and insecure world. On the other hand, critical use of ICT tools enhances, promotes and extends democratic curriculum practices, processes and structures by offering students and teachers a multiple set of media and tools for expression, interaction, creation, reflection, analysis, construction, communication and meaning making. Focusing on students’ participation in common life as critical, knowledgeable, conscious and able citizens appears to bring about a new conception of ICT, namely a critical pedagogy and pedagogy of praxis perspective towards ICT. Yet, for such a focus to prevail we need to change our view of what it means to educate and what it means to be educated.     

奥尔夫教育体系在学前教育专业钢琴课中的应用

奥尔夫音乐教育体系一个独创的音乐教育体系。它赋予音乐教育以全新的反传统的观念和方法,已经对许多国家和地区的音乐教育产生了深刻的影响。它不仅对儿童音乐教学有着重要的启发意义,同时也为我国学前教育专业钢琴教学提供了新的思考,具有较强的参考和借鉴意义。     

关于留守儿童教育问题的思考

留守儿童教育是教育的新问题。家庭教育的缺失、传统应试教育的弊端对留守儿童的心理产生巨大的负面效果;社会环境的多样性和监护人的不到位影响着留守儿童的人身安全。完善留守儿童教育需要家庭、学校、政府、社会等多方面的通力合作。     

幼儿家庭关爱研究

目前,幼儿在日常生活中往往表现出自私、霸道、任性、缺乏同情心与关爱感,主要原因是受家庭生活环境、家长自身素养及不良教育态度等方面的影响。只有创造安定和谐的家庭环境和生活氛围,家长不断提高自身素质,对孩子进行爱父母的教育等,才能培养小孩的关爱情感。     

生命教育:幼儿教育的思考原点

幼儿的生命是幼儿教育的基石,它包括自然生命、社会生命和精神生命。当前的幼儿教育不仅对幼儿的生命价值本身缺乏应有的关注,对幼儿生命的理解也很片面和肤浅。幼儿教育应该具有鲜明的生命性,幼儿的生命教育理应成为幼儿教育的思考原点。