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儿童福利研究重点已经由孤残儿童生存健康权转变为儿童发展福利的探讨。我国现有的儿童福利政策、法规虽涉及到孤残儿童的生存、健康、教育、收养、医疗、救助等方面,但政出多门、立法分散,也与儿童发展福利需求差距甚远。未来应制定统一的《儿童福利法》,着力于儿童福利事业的法治化建设。 相似文献
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近年来社会工作发展十分迅猛,其实务领域也随之扩展和分化.儿童社会工作是社会工作实务领域的一个重要分支,但它在福利机构的定位一直比较模糊,其功能和作用如何体现是近年来所关注的重要问题.本文通过对中国东、中、西三个不同地区儿童福利机构的实证调查研究,分析社会工作介入儿童福利机构的功能和作用,探讨制约儿童社会工作发展的影响和因素,为社会工作介入儿童福利机构的普遍开展提供参考性架构和前瞻性思考. 相似文献
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现阶段儿童福利机构中传统的教师专业文化知识水平越来越不适应社会的发展，也不能很好地满足特殊儿童身心发展的需要。因此，在儿童福利机构中教育、康复和养育三者有机结合是迫切需要的。本文从教康养整合的意义着手，分析了儿童福利机构中儿童教育、康复和养育现状及特教教师的专业现状，提出了改善现状的建议和对策。 相似文献
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简论中国儿童福利 总被引：7，自引：0，他引：7
陆士桢 《华中师范大学学报(人文社会科学版)》1997,(6)
现代儿童福利具有普遍性、发展性和社会性的特征与功能。建立在马克思主义儿童观基础上，以中国传统文化为内核的中国现代儿童福利观包括从社会功能出发与从儿童权利出发两种基本观念。以现有的国力和发展水平，中国儿童在整体上享有的福利表现出相对充分的特征，并逐渐走向法制化和社会化。但中国儿童福利事业必须纳入社会发展总体布局中予以特别重视，才能适应形势发展需要 相似文献
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20世纪初,为了帮助越来越多的困难儿童,美国热心公共教育的相关组织和个人发起了访家教师运动,对这一时期的儿童、学校、家庭和社会都产生了重要影响.随着时代变迁,访家教师工作逐渐被窄化为家校合作、社会工作者的先驱.访家教师运动既是对学校困境的修正,也是新儿童教育方式的探索.尽管访家教师运动存在一定局限性,但它体现了美国在20世纪初开始寻求教育与儿童福利高度融合的儿童成长新道路,对儿童教育的社会化路径颇具借鉴意义. 相似文献
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据英国教育部网站2012年7月20日报道,政府将对儿童收养制度进行改革。当日,政府就儿童收养政策向专家、慈善机构、有意领养者、受关注的儿童、被领养的儿童和养父母们广泛征求意见。儿童领养顾问马丁·纳里说:"一年多的时间里,我给各部部长提了很多关于减少儿童领养延误 相似文献
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1992年,美国家庭收养了206名中国孩子;到2003年,达到了6859名。十几年里,美国家庭一共收养中国孩子40326名。除了中国儿童以外,目前美国人收养比较多的还有韩国、俄罗斯、东欧和一些东南亚国家的孩子。美国家庭对收养的中国孩子都非常爱护。一位美国母亲写这样一首诗:“虽然不是我的肉/但又是我的肉;虽然不是我的骨/却又是我的骨;你尽管并非在我身上孕育/然而却又在我心中成长。”收养中国孩子的美国家庭有一半以上都希望让孩子了解、保持中国文化,让他们因为自己是中国人的后代而自豪。苏珊·福布斯女士结婚后一直没有孩子,前后收养了两个… 相似文献
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Clare Fleming 《Early Childhood Education Journal》1982,9(4):7-11
Conclusion It has been several years since I began our center, and as my understanding about self-awareness has become more sophisticated, I have enlarged on the development of the Concept Center ideas. I am now designing a general day care curriculum based on these ideas, because I think it is vital to approach all aspects of the child's development, that is, motor skills, readiness skills, cognitive / intellectual / perceptual skills, readiness skills, language skills, social and emotional skills, from the core of growth which is self-awareness.As teachers we are guides to the adventurous journey of life. Difficult, draining as it is, I think it is a real privilege to act as such guides to the bright and innocent young humans we work with in day care, who are so vigorously acquiring the fluency they need to participate in this life. With a little recognition, support and belief, we have the opportunity to provide the foundation for the development of extraordinary human beings. In doing this we contribute to a more healthful human community. Seen in this area day care is a moveable feast of rich energy and growth. All small contributions to this end mean a future sparkling with promise for our young children of today. I believe it is through tools like the Concept Center that we can begin to make them such a promise. 相似文献
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Anat Pessate‐Schubert 《比较教育学》2005,41(3):247-266
The aim of this article is to contribute to the discussion on education in Palestinian/Bedouin society in the Negev in Israel and it proposes the narrative of female trainee teachers as the basis of an analysis of the changing status of Bedouin women and their community. The academic discourse on teaching in Bedouin society ignores the potential existence of an alternative discussion outside the dichotomous area of ‘traditional and modern’ and/or ‘Jewish and Bedouin’. Bedouin society in the Negev constitutes a particularly interesting case for a meaningful study of the perception of teaching, chiefly because education has already become a significant practice in the life of a community that seeks integration into Israeli society. The teaching profession gives Bedouin women from the Negev a relatively new opportunity to integrate into education and employment and by so doing they reconstruct a new educational discourse.
Il’il: When we were little, we used to laugh about me—hmm—a teacher. Me with pupils, and I’d teach them, like the teacher who used to teach us, with a little board, and I write for them and they are my pupils, as it were, and I give them tests and all sorts. And I love the profession very, very much because I love the pupils… Nura: I loved learning but this isn’t the profession that I want to study—to be a teacher … You can help someone in this profession. I see myself going in that direction … First of all, you have to give, to impart something to the children in front of you, who have come to learn. You have to give to these children, to be conscientious. You don’t just come. You haven’t chosen the profession because you wanted to, but you have to cope with it. 相似文献
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中美几何教学理念和内容的比较 总被引：2，自引：1，他引：2
几何是中美2国学校数学课程的重要组成部分，2国几何教学存在重大差别．表现在：教学的目的存在差异，中国力图帮助学生打下坚实的学科基础，美国重视帮助学生构建宽广的学科视野；对学生能力的关注存在差异，中国重视推理论证能力，美国重视实验与猜想的能力．我们要学习国外优秀的教学理念，也要发扬本国数学教学的优秀传统． 相似文献
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P.E. Bryant 《教育心理学》1985,5(3-4):207-215
Abstract There is a difference between recognising what kind of sum is needed to solve a mathematical problem on the one hand and doing the sum correctly on the other. There are good grounds for pursuing this distinction. One is that the easy availability of calculators makes the second element a great deal easier for children who know how to use them. Another is that current work on children's cognitive development shows that there are many problems which children have the skill to solve but nevertheless fail to solve because they do not always realise when the skill is needed. I report a pilot study which demonstrates the same sort of thing with subtraction and which deals with the conditions which might encourage children to use the mathematical skills that they do have more effectively. 相似文献
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Carrie Paechter 《Gender and education》2012,24(2):229-241
In this paper I seek to address a series of tensions in the ways we think, write and speak about gender in classrooms and playgrounds, and in the language we use to describe children and their behaviour. I shall examine some of the concepts we use for describing gender relations among children and consider the extent to which they are still useful. My main focus is on hegemonic masculinity; the female as Other; and ‘doing’ boy or girl, masculinity or femininity. I conclude that we need to take the language we use extremely seriously, and that in our work we need to primarily be focused on ensuring that all children are able to have ‘livable lives’ in school and elsewhere. 相似文献
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《Critical Studies in Education》2013,54(2):138-153
This article begins by observing how education is currently appreciated primarily for its utility value, a view informed by utilitarianism and neoclassical economic theory. A critique of that framing is offered and an alternative way of valuing education informed by a Capabilities Approach is presented. In doing so, I also observe that while key proponents of the Capabilities Approach promote the idea of freedom, they deny it to children and some young people. The argument they present is that in the hands of children, freedom destroys their capabilities because they lack capacity for good judgment and therefore should only make minor decisions. The focus should be on adulthood because only at that stage can we exercise good judgment and exercise freedom properly. I explain why this view limits the application of Capabilities Approach, why it is problematic and offer a way of overcoming that constraint. 相似文献
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Sue Willis 《The Australian Educational Researcher》2002,29(2):115-129
For over a decade I have been involved in state and national Level curriculum and professional development projects that have required of me that I ‘act’. During the same period my research has focused on educational reforms within a social justice framework and on the development of informed numeracy in children and adolescents. In this paper I consider how children, different children learn and understand counting. In doing so, I reflect upon my experiences as a curriculum developer who is constantly uneasy, often frustrated and occasionally made anxious by the disjunction between what she understands and what she does and perhaps more importantly what she doesn't understand but nevertheless does. 相似文献
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Charles Dorn 《History of education quarterly》2005,45(4):538-564
I think it was pretty exciting [to teach] during the war. It was a challenge to say the least. And I don't think we thought much about it. We just went ahead and did it because here were all these children and you just go ahead and do your job …. There were all kinds of kids all together … and they didn't seem to fight or have a problem …. I don't remember there being a problem with the kids of various races and so forth …. We had principally Black and White children and they all got along fine. I had all kinds of kids in my classes, and it was fine.1 相似文献
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Michael Malley 《今天．双语时代》2007,(3):60-63
迄今为止，我已经在北京住了快两年了。我可以讲我称之为日常用语的中文并且能听懂更多。有能力与当地人沟通使我在这里的经历变得更令人愉悦；我无法想象住在中国却不会讲中文的情景。如果一个人那样生活的话，那就失去太多了。我已经有五年说普通话的经历了。我在乔治亚大学呆了三年，取得了哲学学士学位。但在我开始学习中文以前，我早就对中国以及这个国家的语言颇感兴趣了。 相似文献
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Mathematics homework is an activity done by large numbers of students across the world. However, it is not without controversy,
with concerns being raised about its academic value and whether parents have the appropriate resources to actively support
or teach their children. In this article, we use the narratives of two 10-year-old girls to consider how emotional and mathematical
trauma can arise from doing mathematics homework with family help. This is often the undiscussed outcome of homework interactions,
but one that can have profound implications for relationships between children, their parents, the school and mathematics
as a discipline. The way that the children described their and other participants’ actions in the narratives provided information
about the children’s agency whilst doing school mathematics in the home. We discuss the opportunities and constraints on children
doing homework as a consequence of the social and institutional relations that they operate within. The constraining influence
of schooling over the opportunities provided within the home situations was the main determiner of the emotional and mathematical
trauma experienced by the children. 相似文献