语言社会学视阈下的性别歧视

语言性别歧视在现实中大量存在,它固化性别歧视观念,构建女性思维模式,束缚女性自身发展,也不利于两性关系和社会和谐发展。语言性别歧视并非能随社会的发展而自然消失,我们必须构建非性别歧视文化氛围,修改性别歧视语言。     

The Art of Straying: Benjamin on Distraction and the Informal Education of the City

In this article, Tyson E. Lewis argues for an alternative form of educational attunement beyond attentiveness. Discourses and practices of schooling emphasize being attentive as a primary educational virtue. This emphasis casts distraction as either the negation of attention or its deterioration. In either case, distraction lacks educational use and, as such, must be overcome through the cultivation of attention. Yet this approach to the question of attention versus distraction misses how distraction contains within itself a different kind of educational potentiality, a different kind of educational attunement. In an attempt to carve out space and time for distraction, Lewis turns to the writings of Walter Benjamin who offers up a more complex view of distraction than is presently found in educational philosophy. In particular, Benjamin argues that cities are not only places of negative forms of distraction (as mere diversions), but also places for cultivating productive distraction in the form of an open and alert attunement to new ways of experiencing and perceiving the relationship between world and self. Cities, for Benjamin, become educational spaces that teach lessons in a distracted form of life, the culmination of which is the creativity expressed in what he refers to as “the art of straying.”     

Feasibility study of the calm baby gently program: An educational baby book intervention on safe practices related to infant crying

BackgroundAbusive head trauma (AHT) is a preventable form of child abuse.ObjectiveThis project used a mixed method design to assess the feasibility of the Calm Baby Gently educational baby book intervention for promoting safe practices related to infant crying in an effort to prevent AHT.Participants and settingThree pediatric practices participated between June 2016 and January 2018, including 1045 caregivers who attended their infant’s 2-month well-child visit.MethodsPediatric providers gave the educational baby book to caregivers at the 1-month well-child visit. Caregivers completed a survey at the 2-month well-child visit on their use and satisfaction with the book and responses to infant crying. Thematic analysis of qualitative feedback was performed. Responses to infant crying were compared quantitatively between caregivers who had and had not read the book.ResultsOf the 819 caregivers (78%) who received the book, 92% (754) read it, and 51% (421) had another caregiver read it. Caregivers considered the book approachable, understandable, validating, and helpful for improving knowledge and skills related to infant crying. The book was rated more helpful by caregivers of younger age, male gender, and non-white race. Controlling for age, gender, and race, caregivers who read the book were more confident (p = 0.033) and had more knowledge on how to respond appropriately to infant crying (p = 0.019) than caregivers who had not read it.ConclusionsCalm Baby Gently is a feasible and well-received AHT prevention program. Randomized controlled trials are needed to better understand its impact on knowledge, behavior, and AHT rates.     

Interweaving a mindfully somatic pedagogy into an early childhood classroom

There has been considerable distress in early childhood classrooms due to a cultural bias of Cartesian dualism, which has led to the bullying and disappearance of Body in education. Efforts of bringing about shifts in pedagogical practices toward holistic, bodily views of the self must be supported and developed. However, with classrooms that are filled with less movement and play, the marginalization of Body is of major concern. Interdisciplinary educational settings may be rich in exposing potentials and challenges of a nondual pedagogy implemented in unconsciously dualistic classroom cultures. The purpose of this article is to describe the barriers to implementation of a Mindfully Somatic Pedagogy, as well as affordances to young children throughout a preschool yoga class over an academic year. This research provides a basis for understanding how a Mindfully Somatic Pedagogy can curate holistic, first-person experiences of young children’s bodily selves within a classroom. Likewise, differing expectations of Body from adults in classrooms can lead to mixed messages for children. Understanding how bodily experiences afford young children’s development and teachers responses to Body in the classroom is informative in understanding the roles a school culture can have on the relationship between child development and teacher pedagogy.     

Situated decoding of gender in a Swedish preschool practice

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.     

中国大学生近十年性心理比较研究

采用自编的大学生性文化调查问卷,于2000年调查了全国26所大学的5070名大学生,于2010年调查了全国53所大学的7829名大学生,对两次调查得出的结果进行分析研究,以了解近10年我国大学生性心理的变化趋势,并为高校开展性心理教育提供理论依据。结果显示：大学生异性化倾向较十年前有所改善;有过性幻想和性梦的大学生都较...     

Transforming Education through School-community Partnerships: Lessons from Four Rural Early Childhood Development Schools in Zimbabwe

This article presents and discusses the findings of a multi-case study that was conducted in four remote rural early childhood development (ECD) schools located in the Chiredzi district, in Masvingo province, Zimbabwe. The article explored how school heads enhanced resources mobilisation in remote rural ECD schools through school-community partnerships in order to improve teaching and learning conditions. Semi-structured interviews were conducted with the school heads, deputy heads and teachers in charge. Document reviews and observations were also used to augment data from interviews. Invitational leadership was used as an analytic tool for the study. The findings suggest that the school heads succeeded to some degree in bringing parents and various stakeholders to the ECD schools to deal with the challenges facing them. Various strategies were used including tapping into local knowledge to ensure that parents who could afford to pay fees managed to do so.     

早教师资培养课程设置研究

0-3岁婴幼儿早期教养事业在我国处于蓬勃发展的阶段,而早教师资培养还在起步阶段。研究建构一套适合早教师资职前培养的课程体系,对早教合格人才培养工作具有重要意义。课程的设置应遵循：必修课和选修课相辅相成、专业基础课和专业技能课并重、理论课与实践课融合的三原则。课程设置应包括：公共基础课程、专业课程、选修课程、实践课程。课程理念和课程设置目标的具体实现关键在于课程的有效实施：一是组建专业建设指导委员会,做好导向;二是成立选修委员会,增加选修课;三是推行＂双证＂乃至＂多证＂教育,提高师资素质。     

学前儿童早期阅读内涵解析

学前儿童的早期阅读在我国当前学前教育理论研究中日益受到重视,但在实践中,仍然存在很多错误的认识和做法。针对这一现状,本文从五个方面阐释了对学前儿童早期阅读的认识,具体包括早期阅读的意义、早期阅读的目标、早期阅读与识字的关系、早期阅读材料的选择以及早期阅读的实施,以此构建现实中的理性行为。     

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。