论家庭教育中家长的学习者角色定位

家庭教育是一切教育的基础,而家长的教育水平、教育能力则是基础的基础。通过不断学习从而不断提升自身的家教素养是家长胜任家庭教育的主要途径。因此,家长首先将自己定位于学习者角色并在家庭教育过程中努力实践这一角色,这是有效开展家庭教育的根本前提。     

论家庭教育中家长的学习者角色定位

家庭教育是一切教育的基础,而家长的教育水平、教育能力则是基础的基础.通过不断学习从而不断提升自身的家教素养是家长胜任家庭教育的主要途径.因此,家长首先将自己定位于学习者角色并在家庭教育过程中努力实践这一角色,这是有效开展家庭教育的根本前提.     

家校携手 共同促进学生健康成长

一、充分认识家庭教育的重要性和必要性。增强家长使命感和责任感 家庭教育问题自古以来就受到人们的关注,这里与家长们探讨家庭教育的重要性和必要性,其目的是我们共同携手,更好地担负起教育下一代的重任。人的教育是一项系统的教育工程,这里包含着家庭教育、社会教育、学校教育,三者相互关联且有机地结合在一起,相互影响、相互作用、相互制约,这项教育工程离开哪一项都不可能,但在这项系统工程之中,家庭教育是一切教育的基础。     

搭建沟通的平台、改变孩子的命运——浅谈我园流入幼儿家庭教育

教育是方向,而实施的过程是轨迹。如果不能唤醒家长的家庭教育意识,幼儿园教育就不具备实效性。为了纠正我园流入幼儿家长在家庭教育中存在的错误观念和盲目行为,教师要进行卓有成效的“一对一”家园沟通,和家长共同建立起行之有效的教育轨迹,运用不同方式带动家庭教育共同促进幼儿发展。     

论农村地区幼儿家庭教育指导

开展农村地区的幼儿家庭教育指导有重要的现实意义.当前农村幼儿家庭教育存在着突出的问题,迫切需要得到有效的教育指导.结合我国的实际情况,由当地高校结合农村地区幼儿园开展幼儿家庭教育指导是一种切实可行的方式.在进行幼儿教育指导时应结合本地区特点、家长情况、幼儿需要等多种因素,采取多样化的家庭教育指导方式.     

家庭教育中家长的角色和施教方法

家庭教育是人的教育的基础和重要组成部分，既是基础教育又是终生教育。前苏联著名教育学家苏霍姆林斯基将家庭教育列在对儿童教育的六大因素之首；我国古代的“孟母三迁教幼子”已成为千古流传的佳话；我国古谚有：“染于苍则苍，染于黄则黄”。可以看出家庭在塑造儿童过程中起到了很重要的作用。如何成功地进行家庭教育，是全体家长关心的问题，也是当前教育体系中的难点。下面就教育中家长应解决好的几个问题谈一点粗浅看法。     

让教育学成为家庭教育的清道夫

家庭在教育中的作用并没有因教育社会性的深化而削弱,家庭教育中出现的各种问题更加凸显了教育学在家庭教育中的指导作用,因此,要解决家庭教育中出现的问题,促进个人成长和社会发展,最重要的是认识到教育学在家庭教育中的重要价值,并把教育学知识融入家庭教育之中,而这些可以通过对家长、各高校学生普及教育学知识,帮助他们树立科学的家庭教育思想来实现。     

城乡家庭教育调查与分析

家庭教育是现代教育的一重要部分,文章通过对城乡家长在家庭教育功能、目的、期望与内容、方法等方面认识的调查,采用定量与定性相结合的方法,探寻城乡家庭教育产生影响的因素,分析城乡家庭教育之间导向的原因。通过调查分析,我们发现:①城乡家庭教育在教育目的、期望与内容等方面存在一定的差异;②要减少城乡的差异,提高家庭教育质量的关键在于提高家长的自身素质。     

提高家庭教育工作水平的出路在于创新

几年来,辽宁省瓦房店市整体构建家长学校工作,科学安排家庭教育内容,创新认识,创新实践,注重实效,常抓不懈。做到了以党的教育方针为指针,以构建和谐亲子关系为主线,以感恩教育为重点,使家庭教育更加体现时代感,贴近家长,贴近学生,不断提高家长素质,家长科学地教育子女,形成家庭教育与学校教育的合力,取得了教育最佳效果,并形成了具有瓦房店市自身地域特色的家庭教育新格局。     

日本家庭教育价值取向及其背景——兼与中国的比较考察

当代日本家庭教育的价值取向具有如下几个特征:第一,日本家长对子女学习成绩、竞争能力、金钱地位等功利性取向期待值比较低;第二,日本家庭教育比较注重"与他人协调"等有关"群体"的教育内容,在家庭教育价值取向上表现出"他人本位"倾向;第三,日本家长比较注重子女的个性发展,对子女有"全方位"期待倾向。日本家庭教育呈现的这些价值取向特征,既是日本传统文化在家庭教育中的体现,又是当代日本教育、社会发展变化的结果。     

影响留守儿童心理健康的家庭因素分析

用自编的影响留守儿童心理健康的家庭因素问卷,对贵州省留守儿童进行调查,结果表明,影响留守儿童心理健康较明显的家庭因素有：监护人家庭氛围、家长期望、监护人教养方式等。根据研究结果,提出了相应的教育对策：监护人要转变观念,提高自身素质;父母要经常调整对孩子的期望;监护人要优化家庭环境;父母要建立亲子沟通的渠道。     

西北民族地区农村家庭入学决策与匹配婚姻

基于甘肃义务教育阶段学生的家庭调查数据,分析了影响西北民族地区农村儿童辍学的因素。研究发现：汉族儿童相对于少数民族儿童更容易入学,男童比女童更容易入学,父母的受教育程度对儿童入学的概率有显著的正向作用,家庭财富和资产对儿童入学有正的影响。在匹配婚姻上,父母一代的婚姻匹配程度相对高于祖父一代,汉族的匹配程度要高于少数民族。     

Early childhood care and education in Curaçao 1

Children's health situation is generally good and stable. However, child abuse and negligence are growing problems. For many parents their children's education has not the priority it should have. Specialists say parents lack educational skills and motivation. Another part of the story, however, is that stabilising and compensating relationships, which were available in the traditional extended family, broke down. The end of the extended family meant the end of shared responsibility for child care and education within the family. At present Curagao has about 120 creches and play groups. The creches are rather safe places, but not all are places for developmental enrichment. Play groups generally lack qualified staff, good materials and attention for children. There is a growing need for good quality child care centres.

     

关于独生子女家庭教育的思考

在独生子女的家庭教育中,家长应正确面对独生子女的特异性,认识到这种特异性不在于孩子是否独生,而在于家庭生活和教育环境。在家庭教育中,家长一味严格和一味宠爱对独生子女的教育都是不利的。不要剥夺独生子女在家庭中生活的元素,而是要把五颜六色的生活体验还给孩子。面对独生子女的教育问题仅仅去寻求对策不是明智之举,重要的是,家长要在家庭教育中直面自己和孩子的生命。     

浅谈当前幼儿家庭教育中的误区

幼儿家庭教育 ,尤其是我国的独生子女家庭教育 ,存在着两个方面的问题 :一是在成才的培养过程中 ,有着成人化的过高期望值 ,增加了孩子的心理负担 ;二是在素质教育中 ,忽视幼儿自我意识的发展和独立人格的培育     

浅析“望子成龙”家庭教育观念及其科学发展

家庭教育是人生最早的教育,是一切教育的基础,父母是孩子的第一任教师,也是终身教师."望子成龙"家庭教育观念是现存各种家庭教育观念中显著的一种,这种家庭教育观念对孩子的健康成长有利有弊,我们应考虑各方面的因素,对其进行辩证的分析和评价.放眼未来,为了适应未来教育的发展需要,为了孩子们能够健康快乐的成长,我们应树立科学的家庭教育观念.     

Child Care Decision Making: Understanding Priorities and Processes Used by Low-Income Families in Minnesota

Research Findings: Few studies have described parents' child care decision-making process, yet understanding how parents make child care choices is fundamental to developing effective services to promote the selection of high-quality care. This study used latent profile analysis to distinguish subgroups of low-income parents identified as having commonalities in the number of options, duration, and sources of information sought as part of their child care decision-making process. Study participants included 260 parents who participated in the baseline wave of the Minnesota Child Care Choices study, a longitudinal phone survey of welfare applicants. Two subgroups of parents were identified. The majority of parents (82%) made choices within 2 weeks and considered on average 2 arrangements. Fewer than half of these parents considered information from experts, public lists, or family members/friends when making a child care choice. The remaining 18% of the sample took on average 11 weeks to make a child care choice, considered on average 3 options, and relied more heavily on information from experts and family members/friends. Practice or Policy: Findings from this study have implications for the marketing of resource and referral counseling services, Quality Rating and Improvement Systems, and consumer education aimed at facilitating the selection of high-quality care.     

Perceptions of school: parents of children enrolled and not enrolled in the Swedish special education programme—a longitudinal approach

The aim of this study was to explore perceptions of parents in Sweden of children with special education needs, including whether perceptions varied with regard to the child’s age, diagnosis or placement. The parents’ general perception of their degree of effort to influence their child’s education, as well as their perceived degree of influence, were analysed. The findings demonstrated relationships between child’s age and parental perceptions, suggesting that parents of older children with special education needs, regardless of diagnosis or placement, do not want to disengage themselves from their child’s education. The results also revealed that placement affected parental perceptions of their child’s school situation, with parents of children enrolled in the special education programme being more satisfied with their relationship to school and the teachers’ knowledge than parents whose children were not enrolled. Findings also revealed positive correlations between parents’ perceived degree of effort and their perception of having influenced their child’s school situation. The results are discussed in terms of improving family–school linkages within a systems framework.     

The parent as learner: Early childhood parent programs

Early childhood parent programs have evolved from family‐oriented trends in the helping professions and a strong belief in the educational potential of early experiences. Recent conceptions of parents during the early years emphasize their role in providing educational experiences and the relationships of parents with programs and schools. In a variety of disciplines early education and treatment programs for children now focus on the behavior of the parent in relation to the young child. The parent is a learner; goals, strategies, and curriculum planning include family members as well as the child. Yet, clarification of parent and professional roles has proceeded slowly. This article describes the development and content of these programs, emerging theory, and implications concerning the child‐parent‐professional relationship.     

Family and individual predictors of child care use by low-income families in different policy contexts

We examine family and individual characteristics that predict low-income parents’ child care use, problems with child care, and receipt of public subsidies using data from three demonstration studies testing policies to promote employment for low-income parents (primarily single mothers). The characteristics that mattered most, particularly for use of center-based care were family structure (ages and number of children), parents’ education, and personal beliefs about family and work. The effects of race and ethnicity were inconsistent suggesting that generalizations about ethnic differences in child care preferences should be viewed with caution. There was little support for the proposition that many low-income parents do not need child care assistance because they use relative care. Child care subsidies and other policies designed to reduce the cost of care and to increase parents’ employment appeared to meet the needs associated with caring for very young children and for large families and were most effective in reaching parents with relatively less consistent prior employment experience. Parents whose education and personal beliefs were consistent with a preference for center-based care were most likely to take advantage of the opportunity to choose that option and to use subsidies.