Rights,expertise and negotiations in care and education

More young children and their families have access to early years services than ever before in Britain. Within these settings practitioners and parents need to work closely together for the benefit of the child. Yet the relationships within the childcare and education triangle (child, parent, practitioner) are highly complex and sometimes fraught with tension. Drawing on theories of care, the paper offers a structure for decisions about childcare and how a combination of expectations from parents and practitioners regarding everyday care practice can either be the basis of a trusting relationship between the adults involved in this caring triangle or a breeding‐ground for tensions. The study is mainly based on qualitative research from a study combining qualitative and quantitative methods with family day care providers in the north‐east of England and the north‐east of Germany.     

唐律述评

唐律是中国封建时代最具代表性与典型性的封建法律，它承袭和发展了以往礼法并用的统治方法，使得封建统治“一准乎礼”，真正实现了礼与法的统一。     

Learning in the outdoor environment: a missed opportunity?

In 2001, the Welsh Assembly Government announced proposals for a Foundation Phase for children aged three to seven years. The Foundation Phase framework promotes a play‐based approach to children's learning in both indoor and outdoor contexts and places children's well‐being and their personal and social development at its core. While the framework is currently being piloted across Wales, full implementation will not take place until 2010; for many schools, then, this is a time of transition. This paper discusses the findings of a research project that aimed to document the current use of the outdoors by a group of early years teachers working in South Wales. Drawing on data from interviews and observations conducted in four schools, it is suggested that the teachers missed many of the opportunities afforded by the outdoor environment to enhance children's learning. The paper considers the reasons why this might be the case and comments on the distinction, apparent in two schools, between what was seen as ‘normal’ and ‘special’ outdoor activity.     

中国古代散文在法国的译介

中国古代散文历史悠久、源远流长,与其悠久的历史相比,中国古代散文译入法国的时间要晚得多,直到 20世纪方才引起法国汉学家的注意。本文将考察20世纪以来法国出版的中国古代散文译本,全面梳理法国汉学家对中国古代散文的翻译成果,深入分析不同时期中国古代散文在法国译介的重点与特点,以弥补我国目前对中国古代散文在法国译介状况认识的不足。     

大河奔流、沧桑巨变的恢宏诗卷——新中国报告文学50年(下)

中国当代报告文学追踪人民共和国的脚步 ,走过了 5 0年的光辉历程。它是中国人民社会主义革命和建设的真实记录 ;是中国人民奋勇前进、艰难探索的悲壮史诗 ;是中华民族历经坎坷、喜悲交集的心路历程。尤其是改革开放的 2 0年 ,报告文学恢复本真 ,沿着现实主义之路健康发展 ,成为当代文学中最贴近现实、最具影响力的文学品类 ,呈现出不断的深化、成熟和繁荣。尊重历史、回视过去 ,是为了前瞻 ,中国报告文学已“显示出我国新世纪文学的明媚春光”(徐迟语 )     

Policy-to-practice context to the delays and difficulties in the acquisition of speech,language and communication in the early years

The aim was to investigate the policy-to-practice context of delays and difficulties in the acquisition of speech, language and communication (SLC) in children from birth to five in one local authority within the context of Bronfenbrenner’s bio-ecological model. Methods included a survey of early years practitioners (64 responses), interviews with 11 early years practitioners and observations of 9 children in the context of their early years settings. Policy texts revealed a growing consensus on the importance of early learning and development, the centrality of language and early intervention. Practitioner survey and interview findings indicated confident practice in relation to early identification, assessment and support, despite minimal initial professional training in SLC and virtually none for children with English as an additional language. Greater use of specialist assessment tools and alternative communication systems was made in specialist than mainstream settings. Observation showed considerable variation in the organisation of staff, groups, activities and interactional patterns with more targeted, short and intensive adult-led activity in special settings that led to less child-initiated interactions and private ‘self-talk’, characteristic of large-group free play of mainstream settings. Challenges and opportunities of generalist and specialist provision are discussed.     

Delivering Sure Start in rural communities

This paper explores and questions some of the evidence used to support early childhood interventions in the UK, and reports on discussions with three rural Mini Sure Start project leaders in Devon. Sure Start funding in the UK has been repeatedly increased to provide more centres for 0–3‐year‐olds and their parents. It is increasingly linked to welfare to work policies designed to encourage a culture of ‘hardworking families’ in areas of traditional deprivation. This finds resistance among parents to the idea of combining work and childcare for the under‐3s. It also uncovers the complexity for key workers of trying to implement government directives in areas of rural deprivation.     

基于工学结合的中职“2.5+0.5”学制人才培养方案探究——以电气运行与控制专业为例

针对中职学校采用"2+1"学制模式下人才培养方案存在的不足,围绕《现代职业教育体系建设规划(2014—2020年)》,从中职电气运行与控制专业培养目标定位、现代职业教育立交桥体系建设的需求出发,探索了基于工学结合的中职"2.5+0.5"学制人才培养新方案制定,并对新方案中的课程体系建设、教学模式、实训条件和师资队伍建设展开探讨,旨在使新方案能在培养中职生的职业素质和职业能力方面发挥重要指导作用。     

Who do you want me to be? An exploration of female and male perceptions of ‘imposed’ gender roles in the early years

This paper provides an exploratory discussion surrounding the views and experiences of women and men who work/train in the early years (0–8 years) by bringing together select findings from two independent doctoral research projects. In an effort to weave together the voices of females and males working/training in the early years sector, this paper focuses its attention on the different ways in which their working roles are constructed and the possible ways in which this leads to the imposition of gender roles upon professionals in the 0–8 workforce in England.     

消失的“风景”线——十七年（1949—1966）乡土小说中的风、花、雪、月

风景描写是现代乡土小说的重要表征之一,但现代乡土小说发展到十七年（1949—1966）却发生了变异,风景开始隐匿,即使在孙犁、艾芜等这些向以抒情写景闻名的作家笔下,风景的呈现更多伴随于旧人旧事,在现实时空中却付诸阙如。写景即写入,消失的风景线从侧面说明了十七年文学中“人”的异化。