共查询到20条相似文献，搜索用时 156 毫秒
1.
Many countries, including Australia, China, the United States, the United Kingdom and New Zealand, have included art subjects in their core curriculum. Using the theory of governmentality as a critical lens to investigate the intricate power–knowledge system in relation to curriculum, arts and pedagogy, this paper makes a comparative document analysis of two contemporary arts curricula for children aged 5–6 years—the Beijing Kindergarten Happiness and Development Curriculum in the arts learning area (upper class in kindergarten), and the Australian Curriculum: The Arts (Foundation level). Curriculum is best understood as a multi-faceted phenomenon and this paper draws from research which categorized curriculum into three phases: the intended (or planned) curriculum, the enacted (or implemented) curriculum and the experienced (the learner experience) curriculum. By focusing on the first phase: the intended curriculum, this paper compares the documents that comprise the planned curriculum from two very different contexts, and thus makes a contribution to cross-cultural understanding of early childhood arts curriculum in ways that may lead to social change. 相似文献
2.
Formal early childhood education programs have been shown to promote the early academic skills of young children. However, the academic benefits acquired through program attendance fade quickly in the early elementary school years. Using a nationally representative sample of Australian children, we describe the programmatic and teacher differences between different types of formal early childhood programs for children between 4 and 5 years old—pre-year 1, school-based preschool, standalone preschool, and center-based child care. We examine the child and family background characteristics that are correlated with selection into different settings and how these settings are associated with children's early academic skills and on their subsequent achievement. We focus on understanding if there are differential academic benefits accrued from each program type and whether or not these benefits persist into the early elementary school years. Results indicate that maternal employment and economic disadvantage are correlated with program participation and that pre-year 1 and preschool teachers have higher qualifications. Results also show that children who attended a pre-year 1 program held an initial, significant advantage in early academic skills compared to children enrolled in center child care. Center child care was associated with higher early math skills than preschools. Children who did not attend any early childhood programming lagged behind their peers in school readiness skills. By middle childhood, all the early skill advantages had disappeared, showing rapid fadeout of academic benefits acquired from these specific types of early childhood programs. Implications for policy and practice are discussed. 相似文献
3.
This paper reports on a cross-cultural research study of children’s preferences for group musical activities in child care
centres. A total of 228 young children aged 4–5 years in seven child care centres in Hong Kong and in the Adelaide City of
South Australia participated in the study. Both qualitative and quantitative data were collected via a mixed method approach.
Result showed that dancing/moving was children’s most preferred musical activity in centres. Significant differences were
found between children’s cultural contexts and their preferences for three activities: (1) Singing; (2) Listening; and (3)
Playing instruments. Qualitative data further revealed the social phenomena of these two cultural contexts which influenced
children’s preferences. Implications for the curriculum planning of early childhood music education arising from these findings
are discussed. 相似文献
4.
幼儿的教育问题是我国基础教育的重要问题,关于幼儿教育是应该以知识学习为主还是以游戏教育为主在我国社会上也已经争论已久。尽管教育部门就幼儿教育的问题出台了不少相关规定,但还是因为社会观念和家长需求的影响,导致部分规定无法有效推行,幼儿教育逐步朝着知识传授和智力开发的方向发展。本应该属于小学课程的部分以幼儿教育的形式进入幼儿教育机构中,给幼儿增添了不少负担,也给幼儿教育工作者制造了不少麻烦。 相似文献
5.
Melanie D. Janzen 《Early Years: An International Journal of Research and Development》2008,28(3):287-298
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. 相似文献
6.
ABSTRACTCommunities are investigating new ways to expand access to high-quality early education. A new early care and education partnership initiative in a mid-Atlantic state offered publicly-funded preschool slots to eligible children in private early childhood programs and provided quality supports to participating private programs. This qualitative study examines the implementation of this partnership initiative from the perspectives of administrators, early childhood program staff, and family members of enrolled children. Researchers conducted 15 focus groups with these stakeholders across five communities and used a directed content analysis approach to analyze the data. Research Findings: The thematic findings from this study suggest that ECE partnerships can improve implementation processes by developing intentional communication plans and paying attention to the needs and preferences of early childhood program staff and families. The study findings also suggest that private programs may be able to counter the loss of preschool enrollment slots to public schools by participating in ECE partnerships. Practice and Policy: Policymakers may use these findings to inform the design of new ECE partnership initiatives or other initiatives that involve collaboration among early care and education programs. Practitioners may use these findings to inform planning for new partnerships they are engaged in. 相似文献
7.
Anna Lees 《Journal of Early Childhood Teacher Education》2017,38(1):52-78
The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a field-based undergraduate early childhood teacher preparation program. These include examples of strategies that assist in leveraging resources toward mutual benefit, as well as vignettes illustrating field-based teacher education in action. Finally, partnership practices that address the shared goals of early childhood educators and those who prepare them are presented. 相似文献
8.
This study forms part of a wider comparative research project investigating the mechanisms and outcomes of school-based curriculum (SBC) development in kindergartens between the two neighbouring cities of Hong Kong and Shenzhen, under the umbrella of ‘one country, two systems’. This comparison will help to clarify how sociocultural contexts may affect early childhood curriculum (ECC) innovations by comparing the kindergartens of socialist and capitalist China. Data are presented from qualitative case studies of four kindergartens—two in each city—corresponding to the three levels of curriculum analysis and comparison: intended curriculum, implemented curriculum and curriculum ideology. Comparative analyses revealed that the SBCs of the four cases were different but all tended to balance and integrate diverse approaches in terms of curricular and pedagogical practices. The commonalities of SBCs in Hong Kong and Shenzhen kindergartens were due to shared cultural values, propelled by both ‘modernization’ and Chinese traditions, while the unique characteristics of SBC practices in each society were shaped by different social contexts. The educational philosophy of progressivism has greatly influenced ECC innovations in the Chinese kindergartens to varying degrees and in different ways. Implications of this comparative study are also presented for future research and practice. 相似文献
9.
Elizabeth Wood 《Curriculum Journal》2016,27(3):387-405
A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy, and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence, and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions, curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on ‘working theories’ as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implications for how content, coherence, and control might be understood. We conclude that asking critical questions of curriculum in early childhood education is a necessary endeavour to develop alternative theoretical frameworks for understanding the ways in which curriculum can be considered alongside pedagogy, assessment, play, and learning. 相似文献
10.
The Chinese Early Childhood Environment Rating Scale (trial) (CECERS) is a new instrument for measuring early childhood program quality in the Chinese socio-cultural contexts, based on substantial adaptation from the Early Childhood Environment Rating Scale-Revised Edition (ECERS-R). This paper describes the development and validation process of CECERS. Empirical data were collected from a stratified random sample 178 classrooms, from which a random sample of 1012 children was measured for child development outcomes. Guided by the framework of broad conceptualization of validity and validation as advocated by Messick (1989), evidence in a variety of forms is presented and discussed, including content validity considerations (e.g., measuring socially and culturally relevant domains), measurement reliability considerations (e.g., internal consistency reliability, inter-rater reliability), and measurement validity considerations (concurrent validity, criterion-related validity, internal structure based on exploratory factor analysis). The empirical findings for CECERS compare very favorably with the validation outcomes of ECERS-R. The body of evidence accumulated in the validation process supports the use and interpretation of CECERS scores as quality indicators of early childhood education program in the Chinese social and cultural contexts. Limitations and future directions are also discussed. 相似文献
11.
Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum. 相似文献
12.
Lisa S. Goldstein 《Journal of Early Childhood Teacher Education》2013,34(1):61-71
Abstract The creation of caring classroom communities and a heightened focus on the central importance of partnerships between teachers and parents are two significant features of the revised guidelines for developmentally appropriate practices [Developmentally Appropriate Practice in Early Childhood Programs, revised ed., National Association for the Education of Young Children, Washington, DC]. This article reports findings from a study of preservice primary grade teachers’ understandings of caring in which participants developed negative, adversarial beliefs about parents during their initial field placement period. The findings in this study indicate that in order to prepare preservice teachers to meet our expectations for high quality early childhood teaching practices, we must create teacher education programs and coursework specifically aimed at developing commitments to caring community and to parent partnership. 相似文献
13.
日本当前幼儿教育课程改革述评 总被引：1，自引：0，他引：1
在少子化、幼儿规范意识淡薄及世界幼儿教育普遍受到重视的背景下,日本政府于2008年展开了新一轮幼儿教育课程改革。此次课程改革强调幼儿教育的奠基作用,注重教育课程规定时间外所进行的教育活动,着力于"健康"和"人际关系"领域的改革,是一次较为保守的课程改革。 相似文献
14.
At the heart of all curriculum decision-making is the learner. Contemporary early childhood education theory and practice emphasises young children’s agency and voice in their learning paying particular attention to valuing each child’s sociocultural contexts. As learners, children are considered capable and active participants rather than as deficit and passive recipients. How does the implementation of godly play in prior-to-school and school early years settings sit within a contemporary view of childhood? To what extent does this programme align with early childhood theory and practice? This paper seeks to evaluate the presence and place of godly play (which is not a curriculum and nor does it claim to be a curriculum) in the religiously affiliated early childhood education context in either prior-to-school or school settings. It is to be emphasised that this paper is not evaluating the presence and place of godly play in the faith community of the local parish where all who participate are believers coming together to share that faith and to have that faith strengthened. However, its presence and place in formal educational settings outside of parish faith communities is questionable and requires closer critique. 相似文献
15.
Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the “global knowledge economy”. Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy foundations in early childhood to facilitate learning, and desired improvements, in later years. This article is derived from a larger study that investigated the production and enactment of literacy curriculum policy by early childhood teachers in Australian schools. It focuses on the school level within the State of Western Australia, presenting findings derived from thematic and critical discourse analysis of participant interview and documentary data collected in two case‐study schools. Comparative analysis revealed that literacy curriculum policy processes in both case‐study schools were focused on achieving improved test results in mandated testing regimes. This was impacting upon literacy curriculum in the early childhood years of schooling, in Australia deemed to involve children up to 8 years of age, in many, possibly adverse, ways. These findings may offer insights in other contexts about literacy curriculum policy processes that are focused on enhancing competitive positioning. 相似文献
16.
This paper analyses data from two sources of stakeholder feedback – first year pre‐service teachers and supervising teachers/centre directors – about the issues involved in creating more collaborative approaches to the first year early childhood teacher education practicum at an Australian regional university. The collection of this feedback was part of a broader participatory action research project directed at maximising both the effectiveness of the pre‐service teachers' knowledge acquisition and meaning‐making and the sustainability of the partnership underpinning the practicum. The paper provides new insights into a hitherto under‐researched area, that of pre‐service early childhood teachers' professional learning experiences in child care contexts. It uses, as a basis, the work of Cardini. The main findings are that there are multiple viewpoints and competing interests, resulting in asymmetries, dissonance and the potential for conflict. 相似文献
17.
18.
Teaching Partnerships: Early Childhood and Engineering Students Teaching Math and Science Through Robotics 总被引：1，自引：1，他引：0
This paper presents an innovative approach to introducing pre-service early childhood teachers to math, science and technology education. The approach involves the creation of partnerships between pre-service early childhood and engineering students to conceive, develop, implement and evaluate curriculum in the area of math, science and technology by using robotics and the engineering design process. In this paper we first present the theoretical framework for the creation of these partnerships. We then introduce an experience done at Tufts University in which three different forms of partnership models evolved: the collaborators model, the external consultants model and the developers model. We also present different case studies from this experience and finally we conclude with some remarks and observations for making this work scalable and sustainable in other settings and universities. 相似文献
19.
《幼儿教育和保育国家课程指导》是芬兰政府颁布的指导芬兰幼教工作的纲领性文件。芬兰的幼儿教育和保育强调尊重儿童的内在价值,为儿童发展提供支持。在课程实施中体现公平性、整体性、集体性、环境舒适性、快乐性、语言中心等原则:课程内容主要包括数学、自然科学、社会-历史、艺术、道德和宗教一哲学等六个方面。芬兰《幼儿教育和保育国家课程指导》重视保障体系的建构,关注地方差异,强调政策的弹性,对我国具有借鉴意义。 相似文献
20.
Stephen J. Bagnato Hoi K. Suen Dale Brickley Janell Smith-Jones Ernie Dettore 《Early childhood research quarterly》2002,17(4):117
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model. 相似文献