幼儿园教室墙面环境与幼儿攻击性行为探究

教室墙面环境作为幼儿园环境的重要组成部分,是幼儿社会性发展的重要影响因素.不合理的墙面环境是引起幼儿攻击性行为的重要原因.从幼儿园教室墙面环境存在的问题出发,分析由幼儿园教室墙面环境带来的幼儿攻击性行为,并在此基础上提出通过教室环境的科学创设减少幼儿攻击性行为的策略.     

幼儿社会退缩行为的影响因素、发展规律及干预分析

社会退缩作为幼儿社会化的重要内容之一,也是幼儿较常出现的问题,它不仅仅影响到幼儿的社会化进程,而且对幼儿的健康成长也会造成严重的影响.文章在描述社会退缩行为概念的基础上,进一步分析了幼儿社会退缩行为的原因并指出了其发展规律,且针对原因及规律提出了相应的干预措施.     

如何培养幼儿的自信心

自信心是幼儿良好的心理素质和健康个性的重要组成部分.造成幼儿自信心缺乏的原因有家庭中的不良因素、幼儿发展水平的差异、成人消极的态度和幼儿缺乏生活锻炼等.我们应采取积极、适宜的教育方法,培养幼儿乐观向上心态、帮助他们树立自信心.     

将游戏治疗运用于震后幼儿心理重建的实践构想

幼儿的心理重建是震后幼儿教育重建工作的重要组成部分.震后幼儿成长环境的失衡是导致幼儿心理创伤反应的主要原因.游戏是帮助幼儿自我表达的重要途径,游戏治疗具有帮助幼儿协调内外生长环境的功能.游戏治疗室内幼儿的自我调节以及家庭和幼儿园对幼儿的共同关注和支持可以形成合力,共同帮助幼儿修复失衡的成长环境,使幼儿走出心理阴影,重获快乐和健康.     

挫折引发攻击性行为研究详纲

一、对问题的阐述引发幼儿攻击性行为的原因是多方面的。教师不善于了解和利用幼儿的意愿使得幼儿受到挫折,是导致攻击性行为的原因之一。本实验探讨幼儿在受挫折情况下攻击性行为的发生和变化。二、有关文献的综述弗洛伊德认为儿童的攻击性是一种先天的本能。但更多的人认为,儿童的攻击性行为是环境因素造成的。有人将儿童攻击性行为产生的原因归结为三点:1.挫折是攻击性行为的诱因之一。2.社会性模仿也是攻击性行为存在的重要原因。3.对攻     

巧用幼儿的＂争吵＂行为

在幼儿园,幼儿发生争吵的原因多种多样,如果老师针对幼儿争吵产生的原因去采取恰当的措施,将对幼儿社会性的发展起到重要的作用。     

学前教育教学幼儿意外事故的原因与对策分析

近年来,幼儿安全的隐忧屡屡突显,意外事故是导致幼儿伤残和死亡的重要原因,有关幼儿安全已得到学前教育教学工作者高度重视。本文就学前教育教学中幼儿意外事故的原因进行分析,并提出了相应的解决对策,以保护幼儿的生命安全和促进幼儿的健康成长。     

让孩子尽快适应幼儿园生活

一、新入园幼儿不适应幼儿园生活的原因 1.对父母的高度依恋使幼儿产生分离焦虑现象。 对父母的高度依恋是幼儿不适应幼儿园生活的首要因素。从心理学的角度来看,幼儿从出生起,逐渐对父母产生依恋。在一个陌生的环境中,依恋对象是否在场或是否在幼儿的视线之内,对幼儿来说非常重要。     

缓解幼儿入园不适应的策略研究

幼儿入园是幼儿初次离开家人来到陌生的环境,会出现分离焦虑,常常伴有哭闹等现象,这也是幼儿入园不适应的表现.文章结合幼儿的特点,分析幼儿入园不适应的原因,针对这些原因,从家长、教师和幼儿园的角度提出缓解幼儿不适应的建议,以帮助幼儿更好更快适应幼儿园生活.     

新的开拓 新的活力——记北京市八所新办的幼儿师范学校

人们说,北京有"三难".孩于"入托、入园难"是其中之一.造成这种困难的原因有种种,幼儿师资严重不足是一个重要方面.国家财力有限,难题如何解决?一九八六年一月,北京市以新的办学形式开办了八所幼儿师范,在首都幼教事业的发展史上写下了重要一页,为北京市幼儿师     

Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom

The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.     

Matters of Size: Obesity as a Diversity Issue in the Field of Early Childhood

This article is a synthesis of research on the consequences of obesity for all stakeholders in the field of early childhood: young children, family members of young children, and teachers of young children. The article examines the effects of obesity on the wellness, self-esteem, peer relationships, and social status of children/families and early childhood teachers. The argument is set forth that discrimination on the basis of body size is often thinly veiled classism and racism and the paper calls for an acceptance of size diversity in the early childhood field. Practical recommendations for working with children who are seriously overweight and with families conclude the article.     

Exploring the Lived Experiences of Homeless Families with Young Children

This study researched the experiences of homeless families with young children between the ages of four and eight. Many families experience homelessness every year; therefore, it is important for early childhood educators to have an understanding of how homelessness affects families with young children so that educators can effectively serve the needs of homeless families as they seek to find more permanent situations for themselves and their young children. Many early childhood educators may not understand how homelessness affects young learners. This research sought: (1) to understand reasons families with young children become homeless; (2) to become aware of beneficial resources available to families and their perceptions of the resources; (3) and to examine the developmental effects that homeless living situations can have on young children. The outcomes of this study will be used to inform early childhood educators about practices as they seek to serve young children ages four to eight living homeless. Research suggested common themes as to why and how parents and young children are affected by homelessness.     

浅析幼儿教育的“实然”与“应然”

幼儿教育的“实然”状态主要表现为远离幼儿现实生活,忽视幼儿当下生活。幼儿教育的“应然”状态应达到让幼儿成为幸福幼儿的目标,这要求幼儿教育必须关注幼儿的现实生活,把幼儿当成幼儿,让幼儿生活在童年里;关注幼儿的可能生活,为幼儿创造发展的条件,引导幼儿积极建构他们的完美生活。     

Bullying Prevention Strategies in Early Childhood Education

Bullying is a serious problem that affects the young children’s well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and establishing a safe environment for all children, the purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. It defines both the concept of traditional school bullying and bullying in early childhood education, describes the social context of young children’s bullying, differentiates between bullies and victims in early childhood education, discusses the young children’s interpretations of bullying, describes the young children’s functions in bullying, and provides a rationale for the use of bully prevention programs for young children.     

Interventions and Adaptations for Children with Autism Spectrum Disorder in Inclusive Early Childhood Settings

The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children’s unique needs. Young children experiencing autism spectrum disorder are being diagnosed at a young age and they are commonly receiving their education within inclusive early childhood settings. This article presents two methods to meet the needs of children with autism spectrum disorder. First, early childhood educators can provide interventions tailored to the children’s learning needs. Second, educators can adapt the environment, materials, activity, instruction, and assistance they provide so that each child is appropriately supported, while still being encouraged to succeed as independently as possible. This article summarizes research-based interventions and adaptations that early childhood educators can implement within inclusive settings to meet the diverse needs of young children with autism spectrum disorder and presents a case study to describe how these practices can support young children with autism spectrum disorder within inclusive settings.     

Discipline Policies in Early Childhood Care and Education Programs: Building an Infrastructure for Social and Academic Success

Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children.     

Philosophical differences between early childhood education and special education: Issues for school psychologists

Increasingly, professional psychologists are extending their services from school-age children to young handicapped children. Psychological intervention and education issues regarding this group of children are complicated by the fact that the field of early childhood special education itself is in its infancy. This article presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area.     

从早期教育谈教育公平

文章首先对我国早期教育现状做了简单分析;接下来分别从三个方面分析了早期教育存在不公平的原因:地区发展的差异导致早期教育机会不均等;教育者、家长教育观念的差异和经济原因,导致婴幼儿早教机会不均等,总的来说地区发展差异是影响教育公平的根本原因。     

提高幼小衔接阶段幼儿心理能力的对策

关注幼小衔接是当今幼儿教育研究的一个热门课题.提高幼儿心理能力成为了幼小衔接的关键.文章尝试根据幼儿教育心理学的有关知识及幼小衔接的相关要求,结合学龄前期幼儿的特点,探索如何提高幼儿心理能力,养成良好学习习惯,完成幼小衔接.