论早期读写的习得性

本文围绕“幼儿是如何学习读写的”这一问题,探讨了幼儿早期读写学习的特征。幼儿的读写具有“早期性”和“奠基性”,早期读写学习主要是以习得的方式进行的。早期读写的习得性主要表现在学习情境的真实性和学习目的的间接性,学习过程的互动性和创造性以及学习结果的经验性等方面。了解早期读写习得性的意义在于,幼儿园早期读写教育应当以创设真实的有意义的读写情境为原则,以整合读写教育和其他领域的教育、整合日常读写活动和专门读写活动、整合口语学习和书面语学习为基本教育策略。     

Routines That Build Emergent Literacy Skills in Infants, Toddlers, and Preschoolers

Many children lack adequate exposure to environments that promote emergent literacy. This limits brain stimulation and can have a life-long negative impact on one's knowledge and skills. Salient points relate to the healthy development of literacy, including practical information and applications. Emphasis is placed on strategies for motivating infants, toddlers, and preschoolers as they slowly and steadily build the competences that serve as the groundwork for reading, writing, speaking, viewing, and listening.     

幼儿早期识字教育研究

对于是否应该对幼儿进行识字教育,从20世纪初开始就是教育界争论的热点话题,至今没有人能给出一个明确的定论。笔者认为,婴幼儿时期是识字的关键期,幼儿大脑皮层已经具有了分析、综合能力以及幼儿识字所需具备的认知结构基础,在幼儿期可以开展识字教育。早期识字是早期阅读的重要内容,而识字教育本身就是一项全面而优越的智力活动,早期识字教育的实施可以促进幼儿智力的发展和大脑发育,激发幼儿学习汉字的兴趣,为幼儿的全面发展甚至幼儿的一生奠定良好基础。在实施过程中,教育者应该以幼儿的识字特点与认知规律为基础,采用游戏法、情景法,并在主题活动和创意阅读中进行渗透,对幼儿进行识字教育,促进幼儿的发展与提高。     

The Jumpstart Model: The Contours of a New Force in Early Literacy

Jumpstart is a growing literacy program that is now active in 17 states in addition to the District of Columbia. The Jumpstart Model pairs children of low-income families with college mentors in the child's typical learning environment. Despite the prevalence and importance of Jumpstart, little has been written about either the general model of Jumpstart or the positive impacts the program has on both the children and the AmeriCorps members.     

Technology-Mediated Writing Instruction in the Early Literacy Program: Perils,Procedures, and Possibilities

The purpose of this qualitative case study was to examine one kindergarten teacher's use of digital and multimodal technologies to mediate early writing instruction and explore the students' appropriation of that instruction to support their independent writing. Data sources included observations of writing instruction, as well as students' participation during independent writing time, student writing samples, and interviews with case study participants. Data were analyzed inductively using a semantic relationship analysis (Hatch, 2002). Results of the study revealed that the teacher used a range of technologies to demonstrate what it means to compose narrative texts and how young children could go about it. Students were attentive and motivated to participate in writing instruction and related activities, given their fascination with the technology and multimodal texts their teacher created. Students appropriated important concepts and strategies from their teacher's technology-mediated instruction, which they used to compose narrative texts during independent writing time.     

Selecting Software with Caution: An Empirical Evaluation of Popular Beginning Reading Software for Children with Early Literacy Difficulties

It seems appropriate, if not necessary, to use empirically supported criteria to evaluate reading software applications. This study's purpose was to develop a research-based evaluation framework and review selected beginning reading software that might be used with struggling beginning readers. Thirty-one products were reviewed according to criteria that addressed interface design, instructional design, and beginning reading content. Findings suggested that the software sample generally did not meet the evaluation standards. Results also indicated that software rating highly on interface design tended to rate lower on beginning reading content. Based on these results, implications for practice and next steps for research are also discussed.     

Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs

This article reports findings from two qualitatively based studies, one conducted at an urban preschool in Northern California and the other at a rural Head Start Center in the Midwest. By presenting detailed data from the two preschool sites, the article describes several ways to strengthen existing literacy practices for children, families, and teachers in both urban and rural early childhood settings. The studies focus on such critical aspects of child and family literacy development as ownership and inclusion, raising important issues for practice and policy in early childhood literacy and language education.     

幼儿识字教育研究综述

学者们所研讨的幼儿识字教育一般是指七周岁以下即从出生到学龄前的孩子的识字教育,本文主要对这一时期的儿童识字问题学者们的研究概况做出总结分析。试图归纳幼儿的心理特征和识字规律,进而指导当今的幼儿识字教育。     

幼儿科学素养培养方法探析

幼儿科学教育是科学启蒙教育,学习科学的过程是幼儿主动探索的过程。幼儿科学素养培养方法的科学合理性至关重要,直接影响幼儿科学素养培养的成效。对科学素养内涵的认知和幼儿园科学教育的目标解析是幼儿科学教育方法的基础。观察法和模拟实验法是幼儿期孩子科学素养培养的主要方法,这些方法的实施必须遵循安全性、兴趣性、时空性和持续性原则。     

Growing Early Childhood Education Teachers in Rural Areas

Currently in South Africa, there are over 20 000 underqualified Grade R teachers who are enlisted into service to ensure that Grade R teaching can continue. The aim of the study reported on was to investigate the challenges and needs faced by underqualified teachers in order to promote the professional development of teachers teaching in rural areas. Phenomenology was used as the research design. By means of a qualitative research approach, purposeful sampling selected only underqualified early childhood education (ECE) teachers teaching in rural schools for more than five years or more in three provinces, as well as their school principals. The findings revealed the following needs and challenges: the need for resources; poor infrastructure; lack of parental involvement; overcrowded classrooms; the need for in-service training; needs of the rural communities; and support from an open distance learning (ODL) institution.     

美国早期儿童学习标准的理念与特点——以明尼苏达州3-5岁早期儿童学习标准为例

完善的早期儿童成长标准体系是促进早期教育质量不断提升的根本保证。《早期发展指标:明尼苏达州早期学习标准》将文本的概念框架转化为具体的外在行为,进而收集不同责任机构在应用标准时的真实表现证据,在此基础上观察评估儿童的各项能力发展,以此作为教师改进课程教学计划、社区完善资源服务、家庭实施科学教育以及政策制定者评估标准效果的依据。该标准具有目的呈现清晰,指标描述具体,兼顾文化差异,主体分工明确等特点,对修订与完善我国《3-6岁儿童学习与发展指南》有重要参考价值。     

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ABSTRACT

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based parent involvement program that was implemented by school staff without external supervision over 3 consecutive years in a public school. Results indicate that implementation of the program was associated with higher levels of children's achievement in foundational literacy competencies. Moreover, the program has sustained over 3 years and actually grew in the levels of parental participation over time. The authors argue that effective and systemic parental involvement programs are possible and can be guided by certain principles of program development and if implemented by a committed teaching staff.     

幼教工作者对特殊幼儿融合教育问题的态度和意见的调查研究

为了解普通幼儿园工作者对特殊幼儿融合教育问题的态度和意见,本文对174名教师和保育员进行问卷调查,主要发现:(1)幼教工作者对特殊幼儿有一定的了解,但不够深入;(2)幼教工作者以及普通幼儿家长在保障师资、设备以及教育方式的情况下,更乐意接受特殊幼儿进入普通幼儿园;(3)幼教工作者认为学前阶段实施特殊教育最需解决的问题依次为师资问题、设备问题、家长观念、教师观念、经费问题以及专设督导机构问题。     

'Supposing': Reading between the Lines: an Allegorical Account of Contemporary Debates on Literacy Acquisition

Telling stories is a basic human activity. It enables us to organise, evaluate and transform what we see going on around us. It allows us to make sense of what is happening, to defy what is ephemeral in our experience. In short, it helps us to read the signs and between the lines. In the story that follows, we shall watch how Little Monster struggles with the apparently random and inexplicable and strives to make order out of chaos. He is fortunate to have a mother who regards story-telling as a significant determinant of his psycho-social well-being. Indeed, there are those who would argue that engaging in the construction of narrative is a precondition for literacy development, academic success and enhanced life chances. Our second story begins here, as we exploit the potential of narrative to function as a developmental turning-point in our understanding of contemporary debates on early literacy acquisition in the context of the National Evaluation of the Early Intervention Programme in Scotland.     

Young children and e-reading: research to date and questions for the future

The practice of reading is rapidly moving from print to screen. Young children are not immune from this trend; indeed, many children's principal literacy experiences occur using iPads and other handheld digital devices. This transition raises important questions about how the emergence and development of literacy might change in these new environments. This paper reviews research to date on e-reading, both in the pre-tablet and tablet era, within the context of what we know more generally about literacy development. We then propose topics for future research and discuss methodological issues related to the investigation of these topics. Our goal is to spark further discussion about how to study young children's literacy development in the emerging e-reading era.     

中小学媒体素养教育课程取向初探

通过分析目前中小学课程中媒体素养成分的情况,初步探讨了媒体素养教育与中小学课程的融合问题,从课程角度探讨如何进行中小学生媒体素养教育。     

Effectiveness of Large-Scale,State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to determine PD effectiveness. Growth curve analyses showed little change in educator outcomes over an 18-month period, with no differences among conditions or evidence of moderation by educator or classroom characteristics. Explanations for lack of PD impacts and the importance of evaluating educational investments are discussed.     

建国初期识字课本分析

建国初期识字课本是伴随着扫盲运动的发展而发展,识字课本既沿袭了传统识字教材的特点,保证系统连贯、循序渐进,又结合成人教育的特点,注重精简、快速、实效;在扫除文盲和提高国民整体素质等方面发挥了重要作用。     

Emergent Environmental Literacy in the Nonnarrative Compositions of Kindergarten Children

This article shows how links between science and literacy offer kindergarten children the opportunity to create and express their individual understandings about environmental change through emergent environmental literacy. This article reports on one of the science experiences in a kindergarten classroom in which the children explored the phenomenon of environmental change. The kindergarten science program can help children learn how scientists look at the world; young children can express these concepts through nonnarrative compositions. The article concludes with suggestions for teaching practice in the kindergarten science program.     

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。