美国幼儿教师教育标准对我国幼儿教师专业发展的启示

一、美国幼儿教师教育标准概述 （一）美国幼儿教师教育五项核心标准 美国幼儿教师教育标准是全美幼儿教育协会（The National Association for the Education of Young Children,简称NAEYC）开发的。全美幼儿教育协会为培养幼儿职业从业人员的高等教育计划设计指南,美国幼儿职业的从业者包括儿童早期教育专业人员、儿童早期教育者、儿童早期教师、儿童早期教育助教、儿童早期教育预备教师、助手、指导者、     

The Quality of Work Life in NAEYC Accredited and Nonaccredited Early Childhood Programs

This study assessed differences in the work environments of NAEYC accredited and nonaccredited centers. The sample included 5,008 directors, teachers, and support staff who worked in 60 accredited and 320 nonaccredited child care centers in 33 states. Individuals completed the Early Childhood Work Environment Survey assessing their perceptions of different organizational practices. Data were aggregated using the center as the unit of analysis. The results revealed that there were notable differences between accredited and nonaccredited programs relating to the quality of work life for staff. In 10 dimensions of organizational climate, there were statistically significant differences between accredited and nonaccredited programs. The four dimensions which together accounted for the greatest variation in differences were innovativeness, goal consensus, opportunities for professional growth, and clarity. Statistically significant differences were also registered in staffs level of job commitment, staff turnover, and teachers' current and desired levels of decision- making influence.     

Improving and Sustaining Center Quality: The Role of NAEYC Accreditation and Staff Stability

Research Findings. This study examines child care centers that improved quality and sustained these improvements over time. Quality was assessed using the Early Childhood Environment Rating Scales (ECERS). Forty-three centers were visited three times over six years. Centers that substantially improved by Time 2 were not initially rated better than those that did not improve but did employ less harsh teachers. At the second visit, centers that improved substantially were higher in quality, employed more sensitive and less harsh teachers, had experienced lower teaching staff turnover, and achieved NAEYC accreditation. The vast majority sustained these improvements. Centers seeking NAEYC accreditation were more likely to become accredited if they received moderate to intensive support and experienced less teaching staff turnover. Centers were more likely to experience lower turnover if they paid staff higher wages. Practice or Policy. Resources to support centers in becoming accredited and to increase the retention of teaching staff can assist centers in improving and sustaining quality.     

Improving and Sustaining Center Quality: The Role of NAEYC Accreditation and Staff Stability

Research Findings. This study examines child care centers that improved quality and sustained these improvements over time. Quality was assessed using the Early Childhood Environment Rating Scales (ECERS). Forty-three centers were visited three times over six years. Centers that substantially improved by Time 2 were not initially rated better than those that did not improve but did employ less harsh teachers. At the second visit, centers that improved substantially were higher in quality, employed more sensitive and less harsh teachers, had experienced lower teaching staff turnover, and achieved NAEYC accreditation. The vast majority sustained these improvements. Centers seeking NAEYC accreditation were more likely to become accredited if they received moderate to intensive support and experienced less teaching staff turnover. Centers were more likely to experience lower turnover if they paid staff higher wages. Practice or Policy. Resources to support centers in becoming accredited and to increase the retention of teaching staff can assist centers in improving and sustaining quality.     

国际学前教育发展战略:普及、公平与高质量

近年来,世界主要国家与地区注重通过制定和实施学前教育发展战略保障并促进学前教育事业的积极健康发展.研究发现,当今国际学前教育发展战略主要呈现以下特点:促进学前教育的全面普及是国际学前教育发展战略的基本方向;推进学前教育公平是国际学前教育发展战略的价值追求;促进学前教育优质发展是国际学前教育发展战略的重要目标;以政府为主导是实施国际学前教育发展战略的根本原则;以公共财政为支撑是实施国际学前教育发展战略的坚实保障.这些经验对于我国制定中长期学前教育发展战略具有重要的启示与借鉴价值.     

The ADAPT Program: A Developmental Approach for Serving Profoundly Disturbed Children

The need to provide educational and therapeutic services for profoundly emotionally handicapped children has been well documented in the professional literature. The purpose of this article is to describe a local program for this population of children. The program, known as ADAPT, is operated by the Hillsborough County School System in Tampa, Florida.     

Categorization and Its Developmental Relation to Early Language

Three studies examine the developmental relation between early linguistic and cognitive achievements. Studies 1 and 2 attempt to replicate previous findings of a strong temporal link between the ages at there is a sharp rise in new nominal productions and the appearance of 2-category grouping using a longitudinal design. Studies 1 and 2 differ principally in whether the same stimuli were employed each time the children's categorization was tested or whether different stimuli were employed. Study 3 compares the categorization performance of children identified as late talkers to age-matched and language-matched controls cross-sectionally. Our findings consistently show that children's ability to classify objects in a spatial of temporal order is independent of advances in productive vocabulary growth. These results suggest that although children's developing knowledge of object categories may underlie developments in categorization and naming such developments depend on other abilities as well Studyin the past experiences of the child and the particular context in which the behavior is exhibited may be a more meaningful approach to understanding changes in categorization and ultimately its relation to language.     

Developmental Pathways of Emotion Regulation in Childhood: A Neuropsychological Perspective

This article presents a model featuring two types of emotion regulation—reactive and deliberate—and discusses the developmental trajectory of both types. We argue that the later-developing capacity for deliberate control builds on and coevolves with earlier-developing reactive control. Findings from the field of developmental neuroscience are mapped onto this model. The focus is on specific neural "hubs," such as the anterior cingulate cortex and the orbitofrontal cortex, which serve as epicenters for the coupling of cortical and subcortical processes. We propose that an increasing coordination between brain regions during emotional situations subserves more effective and efficient regulation with development. This framework can be used to explain different developmental pathways of regulatory styles that can, for example, lead to aggressive versus anxious modes of emotion regulation. The implications of this framework can help guide educational policy by supporting prevention and intervention strategies for children exhibiting difficulties with emotion regulation.     

A Comprehensive Approach to Technology Training for Early Childhood Teachers

This study describes the development and implementation of a comprehensive approach to computer technology training for early childhood teachers. Departing from the singular goal of conveying skills and knowledge, a comprehensive program targets the development of teachers' attitudes and practices as well as knowledge and skills. All 3 areas are regarded as equally important for the development of teacher technology proficiency. Evaluation of the program documented its effectiveness. Compared to nonparticipants, teachers in the training program had significantly higher scores in all 3 goal areas: attitudes, knowledge and skills, and practices. Results of the study indicate that a comprehensive approach is an effective means of training teachers in computer technology. Implications of the study are discussed with regard to the strategy of developing the “whole teacher” and emergence of the domain of educational technology.     

A Comprehensive Approach to Technology Training for Early Childhood Teachers

This study describes the development and implementation of a comprehensive approach to computer technology training for early childhood teachers. Departing from the singular goal of conveying skills and knowledge, a comprehensive program targets the development of teachers' attitudes and practices as well as knowledge and skills. All 3 areas are regarded as equally important for the development of teacher technology proficiency. Evaluation of the program documented its effectiveness. Compared to nonparticipants, teachers in the training program had significantly higher scores in all 3 goal areas: attitudes, knowledge and skills, and practices. Results of the study indicate that a comprehensive approach is an effective means of training teachers in computer technology. Implications of the study are discussed with regard to the strategy of developing the "whole teacher" and emergence of the domain of educational technology.     

The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis

This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students’ use of cognitive strategies. Overall correlations were small (metacognitive processes, r?=?0.20; cognitive strategies, r?=?0.11), but there was systematic variation around both of them. Five moderator analyses were conducted to explain this variation. Average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of self-regulated learning measure, and type of achievement measure. Follow-up tests explored the nature of these differences and largely support the hypotheses. Theoretical, methodological, and practical implications of these findings are discussed.     

Developmental Differences in Relations Between Episodic Memory and Hippocampal Subregion Volume During Early Childhood

Episodic memory shows striking improvement during early childhood. However, neural contributions to these behavioral changes are not well understood. This study examined associations between episodic memory and volume of subregions (head, body, and tail) of the hippocampus—a structure known to support episodic memory in school‐aged children and adults—during early childhood (n = 45). Results revealed significant positive relations between episodic memory and volume of the hippocampal head in both the left and right hemispheres for 6‐ but not 4‐year‐old children, suggesting brain–behavior relations vary across development. These findings add new information regarding neural mechanisms of change in memory development during early childhood and suggest that developmental differences in hippocampal subregions may contribute to age‐related differences in episodic memory ability.     

专业认证:高等教育质量保障的重要方法

专业认证是一种在国际上行之多年、得到广泛采纳的保证和提高专业教育质量的手段,通过严格的高校专业认证可以确保各级专业人才的水准和质量.目前,我国高等教育发展面临诸多挑战:如实践应用型专业人才的培养,专业人才配置机制的市场化和国际化等.这些问题的交汇,进一步凸显出作为专业人才培养的质量保障措施的专业认证制度的必要性.本文将首先对世界范围内高等教育专业认证制度的性质与作用予以阐述,进而对该制度在我国的初步实践和未来发展进行分析.     

Early Childhood Suspension and Expulsion: A Content Analysis of State Legislation

Early Childhood Education Journal - In recent decades, there has been considerable public interest and policy action regarding the issue of exclusionary discipline from early care and education...