Children’s Daily Routines During Kindergarten Transition     

Leah K. Wildenger  Laura Lee McIntyre  Barbara H. Fiese  Tanya L. Eckert 《Early Childhood Education Journal》2008,36(1):69-74

Routines are an important feature of family life and functioning in families with young children. Common daily routines such as dinnertime, bedtime, and waking activities are powerful organizers of family behavior and may be instrumental to children and families during times of transition, such as elementary school entry. Daily routines were examined in 132 families with children entering kindergarten. Although the majority of families reported regular daily routines for their children, parents anticipated that their child’s daily routines would substantially shift upon kindergarten entry, including changes in children’s sleep habits. Significant changes in child and family routines have been implicated in adjustment difficulties during kindergarten transition. Results of this investigation are discussed in terms of aligning family daily routines with kindergarten expectations. Furthermore, educational professionals in early childhood education and elementary school can partner with families to promote seamless kindergarten transitions for all children.  相似文献   

Curriculum Integration: Art, Literature and Technology in Pre-Service Kindergarten Teacher Training     

Zehava Toren  Diana Maiselman  Sara Inbar 《Early Childhood Education Journal》2008,35(4):327-333

The purpose of this article is to expose early childhood educators, college lecturers, pedagogical advisors, and kindergarten teachers to the exciting possibilities of the use of the integrative curriculum, which combines and integrates various subjects using new technologies, including various elements of Visual Culture. The program consists of college courses that combine the use of technology with artistic expression and children’s literature. This educational program is being used in kindergartens during the pre-service kindergarten teacher training  相似文献   

新西兰学前教育课程纲要的特点及启示     

谢书书  邸宏伟  李维  林靖 《集美大学学报(教育科学版》2021,(1)

新西兰教育部于1996年和2017年先后颁布了两版《编织的草席:学前教育课程纲要》(Te Whāriki),新版的纲要依据社会经济的变化,结合新近教育研究结果和实践经验,对旧版进行修订。Te Whāriki课程纲要由教育目标、四大原则和五条线索编织在一起,具有高度的连贯性,主要表现在课程与本国文化的一致性、课程框架与教育目标的一致性、课程框架与理论基础的一致性、课程理论与实践方法的一致性。我国幼儿园课程经历了3次改革,近年来发展迅速,但仍然存在着一定程度上的不协调和不统一。“新西兰模式”为我国幼儿园课程改革提供了借鉴,应对我国幼儿园课程纲要进行反思,尽快建立具有中国特色的幼儿园课程理论基础,加强理论和实践的统一。  相似文献   

Teachers’ experiences with a state-mandated kindergarten readiness assessment     

Rachel E. Schachter  Tara M. Strang  Shayne B. Piasta 《Early Years: An International Journal of Research and Development》2019,39(1):80-96

This study used an embedded mixed method design to examine teachers’ experiences with a state-mandated kindergarten readiness assessment during its inaugural year. Participants were 143 kindergarten teachers from one county in a Midwestern state. In general, teachers did not perceive the Kindergarten Readiness Assessment as useful for one of its intended purposes of guiding instruction. Our findings did not indicate an adversity to assessment in general. Rather, perceptions that the new KRA was less useful for practice seemed to stem from administration issues, problems with the content assessed by the KRA, and participants’ misunderstandings regarding the purpose of the KRA. Furthermore, participants reported that the KRA took away valuable time needed to help students adjust to their first time in formal schooling and needed to create a classroom community. Implications for creating and implementing kindergarten readiness and other assessments as well as preparing teachers to use readiness assessments are discussed.  相似文献   

Intuitive nonexamples: the case of triangles     

Pessia Tsamir  Dina Tirosh  Esther Levenson 《Educational Studies in Mathematics》2008,69(2):81-95

In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples. The second type, non-intuitive nonexamples, consists of nonexamples that bear a significant similarity to valid examples of the concept, and consequently are more often mistakenly identified as examples. We describe and discuss these notions and present a study regarding kindergarten children’s grasp of nonexamples of triangles.

Esther LevensonEmail:

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Invented spelling in kindergarten: The relationship with finger-point reading     

Uhry  Joanna K. 《Reading and writing》1999,11(5-6):441-464

The relationship between ability to invent spellings and ability to finger-point read memorized text was examined in 109 kindergartners in whole-language classrooms. It was hypothesized that letter name knowledge and phonemic awareness would account for ability in finger-point reading, but that invented spelling, because it requires the left-to-right alphabetic principle as well, would account for additional variance, and this turned out to be the case. It was also hypothesized that although initial phoneme spellings would be easier than those in other positions, and would be a factor in the voice-print match in finger-point reading, final phonemes would also play a significant role. This turned out to be the case for children who were able to read only a word or two, as well as for more capable beginners. Results were consistent with Ehri's (1992) model of phonetic-cue sight reading in which letters are utilized from both initial and final positions.  相似文献   

幼小衔接需要尊重儿童话语权     

苗芳芳 《乐山师范学院学报》2013,(9):122-124

话语权是社会个体所拥有的充分表达自己思想和态度的一种权利,是个体权利的重要组成部分.儿童作为幼小衔接的主体,在幼小衔接的过程中其主体地位与作用不可忽视.文章从权利角度对幼小衔接进行分析,指出尊重儿童话语权是人本教育思想在幼儿教育中的具体体现,对幼小衔接顺利过渡具有重要意义,最后针对幼小衔接过程中儿童话语权存在的问题提出了尊重儿童主体权利、最大化儿童利益以及还原教育本性等措施来保障儿童话语权.  相似文献   

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention     

Lotte F. Henrichs  Paul P.M. Leseman 《International Journal of Science Education》2013,35(17):2978-2995

Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.  相似文献   

当前幼儿园环境创设中存在的问题及其对策     

马富成  马雪琴 《河西学院学报》2014,(2):89-92

幼儿园环境作为幼儿教育的组成部分,对促进幼儿的全面发展具有重要作用.但是当前幼儿园环境创设中存在着诸多问题.本文在对存在这些问题的原因进行分析的基础上,提出了在幼儿园环境创设中协调好物质环境创设和精神环境创设的关系、应创设有利于幼儿多种感官参与互动的幼儿园环境、在幼儿园环境创设中注重培养幼儿的主体性以及加强幼儿园教师环保培训,提高其专业化水平等策略,以期能够对幼儿园创设高质量的环境提供有益借鉴.  相似文献   

早期教育的需求、问题与示范性幼儿园的作用     

王丽娟  刘淑红 《河西学院学报》2014,(2):93-96

随着社会竞争日益激烈,早期教育越来越受到家长重视.本文从家长对0-3岁婴幼儿早期教育的现实需求、早教机构的诸多问题以及幼儿园为0-3岁婴幼儿提供早期教育服务的优势和创新等三个方面阐述了示范性幼儿园为社区0-3岁婴幼儿提供早期教育服务的必要性和现实性.  相似文献