Child Rearing: Passivity and being able to go on. Wittgenstein on shared practices and seeing aspects

It is not uncommon to hear parents say in discussions they have with their children 'Look at it this way'. And called upon for their advice, counsellors too say something to adults with the significance of 'Try to see it like this'. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at disentangling the issues on a conceptual level. Within the so-called second part of his Philosophical Investigations , Wittgenstein deals with shared practices and with concepts such as 'seeing' and 'seeing as'. What he says there is in terms of content linked with his earlier Tractatus position concerning ethics, a matter which will first be dealt with. After that, the relevant sections of his later work are discussed. Following Cavell, it is concluded that to try to get someone to see what one sees, necessarily presupposes giving it out of one's hands. The passivity this points at highlights what Erziehung in the end comes down to.     

Where is the (postmodern) child in early childhood education research?

Within early years education research there is a lack of research that focuses on the child and that constructs the child as co‐constructor of knowledge, culture and identity. Although there is much writing on early childhood education with regard to teacher practice, pedagogy and curriculum, these discussions are rarely informed by the perspectives of children. The author conducted a review of the literature of prominent early childhood research journals from 2006. This discussion, informed by examples from the literature review, demonstrates the various ways in which children are constructed within research, with specific discussion on the ‘postmodern’ child within early childhood education research, and implications for postmodern research projects with children. This paper is intended to provoke reflection, conversation and research on the ways in which the child is constructed in education research and literature.     

Influences of Teacher–Child Social Interactions on English Language Development in a Head Start Classroom

Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school. This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’ language learning. It reinforces the importance of student engagement in social interactions with teachers and with English other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances for English learning interactions for students.

当前幼儿读物存在的问题及原因分析——以呼和浩特、乌兰察布市为例

幼儿读物是幼儿认识世界的重要媒介之一,幼儿读物对幼儿的发展有着不可替代的影响作用。笔者通过访谈、观察呼和浩特、乌兰察布市的一些图书市场,以及对幼儿家长的调查问卷,发现当前幼儿读物存在以下问题：幼儿读物的种类多但质量参差不齐;主题过于单一而缺乏创意;内容繁杂而良莠不齐;题材多外国经典而少本土原创;形式多样但安排不当;多媒体电子读物对幼儿图书阅读形成一定的冲击。     

家长选择和购买儿童玩具的心理因素

采用自编问卷《父母对儿童玩具的态度》对芜湖市罗家闸小学的226位家长进行调查,希望了解家长对儿童玩具的认知以及在选购方面所体现的心理因素,并在调查结果的基础上对家长提出一定的建议。     

3～5岁幼儿心理理论发展的任务特性实验研究

以3—5岁幼儿为被试,采用自然实验法探讨幼儿心理理论能力的任务特性问题。研究的结果再次支持3—5岁为幼儿心理理论发展的关键时期这一论点,并发现对于事实真相的双重抑制比传统的错误信念任务需要更多的认知加工,任务难度也随之显著提高。还讨论了心理理论各项任务之间既存在显著的一致性、又具有一定的特异性方面的问题。     

幼儿同伴合作行为特点的研究

本文是关于3-6岁幼儿同伴合作行为研究结果的呈现。幼儿同伴合作行为是指幼儿在与同伴互动过程中,为了共同的目标与同伴相互配合和协调,试图实现共同目标的行为过程。本研究采用质与量结合的研究方法,通过现场观察和访谈收集数据资料,并将搜集到的案例用定量描述的方式进行分析,研究揭示了幼儿同伴合作行为的显著特征。     

消费时代儿童文学的文化身份与叙事路向

消费时代为儿童文学的创作与接受提供了崭新的文化语境。这种语境既为儿童文学的持续伸展提供了相应的创新空间．同时也向儿童文学惯有的价值诉求提出了严峻挑战。准确判断并重新确认儿童文学的现代文化身份．进而探讨其既成和应有的叙事路向．已经成为严肃而紧迫的学术课题。正是在这种背景下．我们呼唤并珍视儿童文学的人文关怀、诗性品格、游戏精神以及与科学理性相反相成的幻想冲动。面对消费时代商业化、电子化、多元化的叙事路向，继续秉持健康的人文情怀．尊重率真的儿童意识和游戏精神,追求表达方式和叙事路径的多样化实现．便理所当然地成为儿童文学创作的未来方向。     

美国社区儿童看护中心的审批制度及其思考--以加利福尼亚州为例

美国社区儿童看护中心的申请与审批手续一般要经历筹划与准备、递交申请材料、情况核实、审批与指导四个步骤.具有审批权集中,但审查权相对分散;审批标准侧重于办学的经济基础;坚持证据裁判原则;将审批和引导相结合;审批程序规范科学,以人为本等特点,而这些正是我国托幼机构,乃至中小学校审批工作中最缺乏的方面,地方教育主管部门当着力借鉴.     

绘画活动中幼儿创造性的培养

幼儿园的绘画教育既有它自身的任务，又承载着其他素质教育促进幼儿全面和谐发展的任务。只要为幼儿创造良好的绘画条件，正确处理绘画表现和绘画技巧的关系，采取有效的形式，就能最大限度的完成绘画的双重任务，又能很好地培养幼儿的创造性。