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美国幼儿教师教育标准是“全美幼儿教育协会”（简称NAEYC）开发的。其中的五项核心标准是：
标准一：能够促进儿童的发展和学习。为此。要求幼儿职业候选：（1）熟知、理解幼儿的特点和需要；（2）熟知、理解对幼儿发展和学习的多重影响；（3）能够应用有关幼儿发展的知识创建健康的、相互尊重的、支持的和具有挑战性的学习环境。 相似文献
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丁向颖 《湖北第二师范学院学报》2014,(5):92-95
全美幼儿教育协会的幼儿教师教育标准是对幼儿教师总体素养的规范和要求。本文从该标准的内容出发,分析全美幼儿教育协会的幼儿教师教育标准的特点,认为该标准具有广泛的实用性、实质的可操作性、鲜明的服务性。最后提出了对我国的幼儿教师教育标准的启示,注重增强我国幼儿教师对自身职业的意识性,注重我国幼儿教师观察、记录和评价幼儿的能力,注重提高我国幼儿教师与幼儿家庭、社区联系的紧密性。 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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美国幼儿教师任职资格标准陈志超，曾红编译为了统一全美幼儿教师的任职资格标准，以便各州地方教育部门参考制定幼儿师范教育的有关方针政策和课程结构，以提高幼儿师范教育的质量，美国师范教育者协会和全美幼儿教育协会于１９９１年７月—８月修订、制定了美国０—８岁... 相似文献
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为了提升美国幼儿教师的培养质量,全美幼儿教育协会建立了早期教育副学士学位培养方案认证体系,对美国副学士学位层次的幼儿师资培养方案实施认证,有效地保障了副学士学位幼儿教师在职前培养环节的质量.全美幼儿教育协会的认证准则与标准、认证程序等内容,为我国建立学前教育师资培养方案认证体系提供了丰富的经验. 相似文献
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全美幼儿教育协会根据准幼儿教师的不同学历、不同水平,制定出了全国统一的核心标准和三套层次化的培养标准,指明了幼儿教师的培养方向,提高了幼儿教师的入职起点,为幼儿教师的专业发展奠定了良好的基础。我国的幼儿教师职前培养标准在价值取向方面应服务于每一个幼儿,重视教师专业知识和能力的发展,凸显评价的教育智慧,加强家庭和社区的伙伴关系;幼儿教师职前培养标准在设置时应表现出群体参与性、可操作性、层次化和发展性等特点。 相似文献
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全美幼儿教育协会(NAEYC)是美国的一个非赢利性机构,该机构长期致力于开发和支持高校幼儿教师学位计划的工作.从1980年至今,该组织已经先后开发了数套幼儿教师职业准备标准.对该协会最新修订的一套标准进行编译,以期能对我国编制和修订相关幼儿教师职业准备标准提供借鉴. 相似文献
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幼儿教师专业化问题,是当前幼儿教育领域探讨的一个重要课题,是当代教育的发展趋势和潮流。由于幼儿教师职业的特殊性,幼儿教师专业化的内容涵盖：幼儿教师要具备从事幼儿教育的专业知识、专业技能、职业道德以及组织幼儿游戏活动的能力。 相似文献
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全美幼教协会（NAEYC）是美国影响力最大的民间幼儿教育组织,其在制定幼儿教育从业者专业标准、保证美国幼儿师资水平方面发挥着重要作用。NAEYC发起的＂幼儿教育从业者系统行动计划＂（ECWSI）明确提出了美国幼儿教育从业者专业发展系统的政策领域、基本原则及一系列支撑措施,为帮助各州建立专业、稳定、高效的幼儿教育师资队伍,保证幼儿教育质量做出了积极贡献,对我国加强幼儿教师队伍建设具有重要启示。 相似文献
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【推荐书目】
《幼儿教师88个成功的教育细节》由美国学者格温·斯奈德·科特曼（Gwen Snyder Kaltman）所撰。她从事幼儿教育事业近30年,当过幼儿园教师、幼儿园园长、大学教师和教育培训者,还兼任全美幼教协会的早教项目审核员。她把自己在工作、学习中与幼儿及其家长交往的美丽故事,结合教育家、心理学家诸如布鲁纳、杜威、福禄贝尔、皮亚杰等理论和研究进行整理和分析．与幼儿教师分享。2010年本书由李旭晴翻译。华东师范大学出版社出版。 相似文献
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Franz‐Michael Konrad 《History of education quarterly》2009,49(2):238-240
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Susan L. Churchill 《Early Childhood Education Journal》2003,31(2):113-118
Practitioners in early childhood settings meet diverse families and children on a regular basis. Their relationships with these families vary in strength and quality. This article reports a research study using the theoretical concept of goodness-of-fit to examine teacher–child and teacher–parent relationships and their impact on child outcomes within a Head Start population. The child's goodness-of-fit with his or her teacher on temperament characteristics was positively correlated with child cognitive and social outcomes. Also, teachers' and parents' goodness-of-fit on parenting and child characteristics was positively correlated with child social competence. The results and theoretical background are discussed within the context of early childhood education settings. 相似文献
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This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed. 相似文献
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陈晓艳 《陕西教育学院学报》2011,27(4):85-87
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。 相似文献
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Developments in early intervention have paralleled those in early language intervention. Such parallels are not surprising given that general early childhood special education and language intervention practices have been influenced by the same theories of development and learning. In addition, because of the importance of communication to learning and academic achievement, and the prevalence of communication problems in children with special needs, language intervention has been fundamental to early intervention services and, reciprocally, language intervention practices have been challenged as a result of changes in early childhood services. In light of this relationship, this paper provides a focus on developments in language intervention within a framework of early intervention. 相似文献
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Helen L. Carlson Olga Zvagina Lena Stenmalm Sj lom 《Early education and development》1997,8(2):169-186
Building on the cross-cultural patterns and systems research as well as social constructivism, in-depth interviews were conducted with key informant early childhood teachers in three regions with similar characteristics in Sweden, Russia, and in the United States. Inductive analyses revealed differences in responses among Swedish, Russian and American informants related to the macro-, meso-, and micro-levels of societal system. United States teacher informants had a great number of separate topic comments and distributed them more evenly across all levels than did Russian and Swedish teacher informants who had more emphasis at the meso level. United States and Russian teacher informants discussed the lack of societal support for young children and their families, while Swedish teacher informants seemed to almost take this support for ranted. United States teacher informants suggested that early childhood programs were important in developing support networks among parents, while Russian teacher informants often gave information to parents and Swedish teachers spoke about mutually sharing information. United States teacher informants desired both strict rules with strong academic content and extension of the child's initiations through play; they emphasized activities and materials. Swedish teachers discussed a child- centered approach to social learning and creativity and desired to be with children rather than do activities with them. Russian teacher informants emphasized the importance of obedience, aesthetic education, and preparation for school and the labor of the larger society. These study outcomes deepen understanding about the multidemensional relationships between early childhood programs and societal contexts in which they are embedded, and they suggest alternative approaches to working with young children and their families. 相似文献
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Alyse C. Hachey 《Early education and development》2013,24(4):419-430
This study examined the moral reasoning that preschoolers use in resolving moral dilemmas. Children's resolutions and justifications were examined with regard to their care orientation and their justice orientation. Thirty-one preschool children participated in the study (18 girls, 13 boys). Children were each read 4 stone containing moral dilemmas and were asked to resolve these dilemmas. The results indicated that children's answers revealed a care orientation or a justice orientation with equal frequency. At times, children could even accept both orientations to the same dilemma. The data analysis also revealed no gender differences in moral orientation. Results are discussed in terms of children's social-cognitive abilities. Educational implications are also raised. 相似文献