共查询到19条相似文献，搜索用时 203 毫秒
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在经济状况、社会变化、文化传统和教育政策等因素的影响下,近10年来美英日三国的幼儿教育课程改革表现出了一定的差异性.其中,美英两国和日本的幼儿教育课程改革差异较大,一方面美英两国幼儿教育课程改革的重点均为制定早期学习标准,日本则注重通过创设适当的环境培养幼儿的生存能力;另一方面,美英两国幼儿教育课程改革都重视幼儿早期读写和数学能力的培养,日本则注重人际关系和健康领域的改革.借鉴美英日三国幼儿教育课程改革的经验,我国在制定幼儿教育课程改革政策时也应充分考虑中国的国情与文化传统,让课程改革在变与不变之间保持适当的张力,合理运用<早期学习与发展标准>,引导我国学前教育事业健康发展. 相似文献
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科学制定和有效实施早期学习标准已成为新时期世界各国幼儿教育发展的一大趋势。美国德克萨斯州早期学习标准作为这一领域中"细致、具体、全面"的典范,在基本理念、体系结构与内容选择等方面具有一定的代表性,形成了一些鲜明的特点,对我国早期学习标准的制定与推广具有积极意义。 相似文献
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区域活动以它自主化、个性化的特征满足了幼儿个别化发展需求,但其活动内容也因灵活多变性而显得比较零碎,缺乏系统性。而领域活动恰恰相反,其活动目标的制定和活动内容的选取更多地依据幼儿的年龄特征及其学习规律,更多地体现了知识的系统性,但也因其划一的要求和标准难以满足不同能力层次幼儿的个别化学习需求。将区域活动与领域活动内容进行优化整合,能更好地推进区域游戏有效开展,构成一个有机的整体,以促进幼儿全面发展。 相似文献
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树立全面的课程观。幼儿的课程设置应考虑影响幼儿发展的诸多因素,要重视幼儿与家庭和社会的联系,让幼儿与周围环境充分接触,实施整体教育。幼儿通过学习各门课程,能学到有趣、有用的知识,养成良好的学习、生活习惯,具备一定的学习能力和生活自理能力,并能根据自身的特点,发展兴趣和特长。 保持鲜明的目的观。教育目标是教育活动的出发点和落脚点。从宏观上说,幼儿教育活动应为幼儿的终身发展服务,使幼儿在思想品德、科学文化、身体、心理、劳动、审美等方面都有一个良好的发展起点,使幼儿园成为孩子人生道路上的起跑线。 确立幼… 相似文献
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美国幼儿教师教育标准及启示 总被引：5，自引：0，他引：5
制定幼儿教师教育标准是幼儿教师教育的基础性工作。美国全国幼儿教育协会制定了幼儿职业准备标准,提出了“促进幼儿发展与学习”、“构建同家庭、社区的关系”、“对支持幼儿及其家庭的措施进行观察、建立档案、开展评估”、“开展教与学的活动的知识和能力”、“成为一名专业人士”等五项幼儿教师教育的核心标准,还提出了范围广泛的普通知识教育标准。为了适应我国幼儿教育发展的需要,我国应尽快制定专门的幼儿教师教育标准,美国幼儿教师教育标准为我们提供了镜鉴。 相似文献
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幼儿教育的目的是培养幼儿身心健康发展,使其具有良好习惯和创造力、交往能力和一定艺术表现力。关注的是孩子终身学习的习惯和终身发展的能力,是为幼儿幸福奠基的教育。幼儿教育不仅是要幼儿会背诵几首诗歌,会做几个算术题的超前教育,而应该是培养孩子在游戏中创造,在无意中学习的教育。 相似文献
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随着幼儿教育改革的深入,各种课程论研究的不断发展,使幼儿教育工作者对幼儿游戏的作用有了更深刻的认识.游戏在幼儿教育领域游戏占有极其重要的位置.幼儿游戏是学前儿童的基本活动,也是幼儿园一日活动中的重要组成部分.幼儿游戏对幼儿认知的发展、社会性发展及情感发展都具有积极的促进作用.所以幼儿园教育应以游戏为基本活动,科学的组织指导幼儿的游戏活动,让幼儿在轻松快乐的游戏中学习和发展.本文从游戏对幼儿发展的意义、幼儿园游戏组织存在的问题、幼儿园游戏指导策略三方面进行了论述,希望能够对广大幼儿教育工作者有所帮助. 相似文献
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幼儿教育对幼儿的未来成长有着关键作用,科学的幼儿教育方式可以促使幼儿养成良好的习惯,对幼儿的身体发展和心理发展有着深远影响.为了让幼儿教育活动更有成果,幼儿教师可以利用课程游戏活动强化教学效果,通过游戏化的形式引导幼儿走上学习的轨道.幼儿教育中最基本的形式是进行区域活动,区域活动不仅可以让幼儿获得相应的学习内容,还可以... 相似文献
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游戏是幼儿课程中重要的组成部分,也是幼儿喜闻乐见的主要教学方式之一。根据幼儿的特点、兴趣,开发形式多样、灵活丰富的游戏,可以促进幼儿多元智能的全面发展。游戏课程的设置,给幼儿教育带来一种全新的教育理念。找到课程和生活的最佳结合点,使幼儿全面发展,终身受益。 相似文献
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《Early childhood research quarterly》2006,21(2):153-173
A content analysis of 46 early learning standards documents developed by state-level organizations and available for review in January 2005 was conducted to determine the specific areas of development addressed within the standards documents. The authors contend that this type of analysis is important because early learning standards that define expectations for children's learning and development prior to kindergarten entry are, in essence, a reflection of how states are conceptualizing children's readiness for school. Results suggest that early learning standards have emphasized the language and cognitive domains, and that specific areas within domains of learning and development, such as physical fitness, relationships and reading comprehension have been addressed relatively less often. Standards developed under the leadership of the state departments of education emphasized social–emotional and approaches toward learning domains less than standards developed under the leadership of other agencies. The authors suggest that the content of the early learning standards reflects a number of different factors, such as the views of persons involved in developing the standards, and in some cases may not be consistent with the research literature on children's early learning and development. Implications for the standards development process and for future research are discussed. 相似文献
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儿童发展是衡量学前教育有效性的重要维度,基于多层线性技术的增值评估模型是探讨学前教育有效性的重要方法。本研究采用追踪研究设计,运用增值评估模型,以来自上海12所幼儿园的665名儿童为研究对象,重点探讨在控制个体和家庭背景因素后,班级质量对儿童各领域从中班到大班发展增值的影响。结果发现,教师自我感知的教研支持度对儿童语言与早期阅读领域的发展增值影响显著,并对语言与阅读起始水平低的儿童的语言与阅读发展影响更大。"新手-成熟"的班级教师组合对儿童语言与早期阅读、学习品质两个领域的发展增值具有显著影响。班级互动质量对儿童认知发展增值的影响非常显著,并对学习品质起始水平高的儿童的学习品质发展影响更大。班级语言与早期阅读质量对认知起始水平低的儿童的认知发展有更大影响。个人护理常规质量对儿童社会性情感发展增值的影响非常显著,并对学习品质起始水平低的儿童的学习品质发展有更大影响。为促进儿童全面健康发展,不仅需要以家庭教育为基础,充分发挥家庭教育资源和学习环境的重要作用,而且需要幼儿园以过程性质量为核心,营造温暖、轻松、持续支持的互动与学习环境,注重在一日生活中培养儿童各方面的品质,同时应以结构性质量为保障,发挥师徒制教师组合的优势,构建持续有效的教研制度,尽力提升教师质量。 相似文献
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Ruth Davies 《Education 3-13》2018,46(1):117-129
The benefit the outdoor environment has for young children’s development is widely documented. However, there is less literature outlining practitioners’ experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken. This study, based on a pragmatic mixed methods approach, undertaken in 9 early years’ settings in North Wales, reports the findings of 37 practitioners. The research suggests that assessing children in the outdoors is not used to its potential. Factors impeding the use of the outdoor classroom include: lack of appropriate resources; level of staff expertise; child-staff ratio; adverse weather; and changes to curriculum policy which place emphasis on the formal assessment of children. There appears to be assumptions about learners most likely to benefit from outdoor learning and assessment: boys; children in socio-economically deprived areas; and children with additional learning needs. The paper highlights the need for broader training opportunities for practitioners on planning for learning and assessment in the outdoors that go beyond a single course focus. With creative planning, there is no reason why summative assessments of all areas of learning within the early years’ curriculum cannot be done as effectively outdoors as they may be being done indoors. 相似文献
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Collette Tayler 《European Journal of Education》2015,50(2):160-174
Learning in the earliest stage of life — the infancy, toddlerhood and preschool period — is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience in this early phase of life is at the heart of ‘Learning to Be’ in any society. This article reviews early learning studies aimed at understanding children's personal, intellectual and social development, and promoting that development. Particular reference is made to attachment and attention, the process of self-regulation, and the adult-child engagement strategies that advance the child's receptive and expressive language: these all exercise substantial influence on early childhood learning and child development outcomes over time. The selected research studies variously highlight the development of infants, toddlers, and young children in kindergarten and the early years of school, and how children make sense of their environments as social, learning and unique human beings. Both the home learning environment and early childhood education programmes are important in children's development. This article argues for high-quality early childhood experience and giving attention to the engagement role of adults in advancing young children's development, minimising the risk of poor development and supporting positive long-lasting personal, academic and social benefits. In this early phase of life, in the words of Jacques Delors: ‘… none of the talents which are hidden like buried treasure in every person must be left untapped’. (Delors et al. 1996, p. 23). 相似文献
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随着全球化竞争的加剧,美国社会对早期保育与教育项目的期待不断更新和提升,美国传统的幼教价值观和幼教系统受到了挑战。美国早期教育领域未来的发展趋势是:在促进儿童发展适宜性实践的框架里定义和提升儿童学业成就;在保持早期教育独特性的前提下与初等教育有效合作;在提升早期教育质量中促进儿童学习机会的公平。借鉴美国的经验,我国学前教育的发展要注意通过对话保持社会期待和儿童适宜发展间的平衡;将树立现代儿童观作为首要任务;把提升教师专业水平作为合理回应社会期待的关键。 相似文献
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《Early childhood research quarterly》2005,20(2):125-145
Recent federal initiatives, including Good Start Grow Smart, and the Child Care and Development Grant (CCDF), call for states to develop early learning standards for children ages 3–5 in language, literacy and mathematics. To date, 43 states have such standards, with the remaining seven in progress. In this article, we argue that coherent, quality standards and their benchmarks (indicators) must be solidly grounded in research, and reflect age-appropriate outcomes for young children. We first review what is known about the key predictors of early literacy and mathematics achievement, and summarize recommendations from organizations that have examined the quality of state K-12 standards. We then take a look at how states are organizing their standards and benchmarks in these content domains in early learning. We end by highlighting benchmarks based on this summary of research that reflect clear, rigorous, and developmentally appropriate expectations for young learners. Finally, we urge states to review their standards in these and other areas to ensure that standards-based reform in early childhood serves to benefit children's learning and development. 相似文献
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Dorothy Valcarcel Craig 《Early Childhood Education Journal》2000,27(3):179-184
As today’s preschoolers become the school-age children of tomorrow, early learning educators are faced with a unique and exciting
challenge of integrating technology into mathematics instruction. This article examines theory, standards, guidelines, and
rationale that supports technology in the preschool environment. Examining practices at 12 diverse preschool sites, four designs
emerge as the “typical” models that enable early learners to engage and experience technology within a developmentally appropriate
learning environment. The designs outlined are viewed through the lens of preschool mathematics instruction and provide early
learning educators as well as parents with models for replication. 相似文献