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1.
在世界幼儿教育改革的大潮中,蒙台梭利教育法或成为许多国家重要的幼教模式,或被成功渗入到其教育模式之中,对当今世界各国幼儿教育的改革与发展有着重要的影响.同样,蒙台梭利教育法对我国幼儿教育的改革也具有借鉴意义.但是,必须正视我国蒙台梭利教育实践过程中存在的误区,以实现蒙台梭利教育法的中国化.  相似文献   

2.
Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and educational support. In this study, parents of 40 children with special needs reported on the transition to school experience of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children (pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion, this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory transition to school still exist, and are largely due to low effectiveness of existing policies.  相似文献   

3.
This article reports the development and evaluation of a toolkit‐based approach to eliciting children's experiences of educational support, where the children in question experience speech and communication needs. The ‘Your Voice Your Choice’ approach was evaluated using a cross‐case analysis methodology, which represents a novel approach to critical examination of the effectiveness of such resources. We explored seven case studies within a critical realist framework. We found that the toolkit was effective at supporting most (although not all) of the children with speech and communication needs to explore their school learning and support experiences through a scaffolded emotion‐based ‘dialogue’, which was corroborated by observations and other data sources. The toolkit facilitated access to children's voice as they revealed how they felt across a number of relational, learning and support areas, which could be used by services to focus provision and consider how to better support children's social and emotional needs.  相似文献   

4.
More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention.  相似文献   

5.
This paper draws on longitudinal data to examine the extent to which parents’ educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the Growing Up in Ireland longitudinal study, which tracked 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child’s disability and child’s academic achievement at that stage, as well as being influenced by other factors such as parent’s own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children’s academic outcomes and partly explain the effects of disability status on academic development. Parents’ beliefs about their children’s abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement.  相似文献   

6.
Conclusions Play is an important part of the life of the young child, both at home and in school. In designing a play environment for handicapped children who are attending a preschool along with their nonhandicapped peers, the teacher needs to be aware of the needs and limitations resulting from the child's particular disability. This knowledge can be put to use in making the environment as productive as possible and providing play opportunities that are fun, educational, and practical for each child. While it is important that we consider the particular handicapping condition, teachers should never lose sight of the fact that a handicapped child is first and foremost a child, whose basic needs are not too different from those of all children. These basic needs should be the primary concern of the teacher who is interested in guiding the child toward productive educational experiences and helping that child become an integral part of the school group.  相似文献   

7.
Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in their focus on child‐centered exploration. Guided play lies midway between direct instruction and free play, presenting a learning goal, and scaffolding the environment while allowing children to maintain a large degree of control over their learning. The evidence suggests that such approaches often outperform direct‐instruction approaches in encouraging a variety of positive academic outcomes. We argue that guided play approaches are effective because they create learning situations that encourage children to become active and engaged partners in the learning process.  相似文献   

8.
AMI是由蒙台梭利本人亲自创建的蒙台梭利组织,经过91年的发展,已经成为国际上蒙台梭利教育界最富权威的机构,在蒙台梭利教育运动中发挥着引领和标杆性的作用。AMI有自己的课堂教学标准和认可层级制度,在教育实践中产生了良好的教学效果,形成了自己的教育特色。在长期教育实践中,AMI以恪守蒙台梭利教育思想原意而著称,被视为蒙台梭利教育中的守成派或旧派。但近些年该组织的发展规划和行动表明,发展与创新成为该组织的主旋律。AMI将在坚守与创新中继续发挥它在蒙台梭利教育界不可或缺的重要作用。  相似文献   

9.
The increasingly sedentary habits of children, and rising obesity levels, are prompting concern for children's future health. Children with autistic spectrum condition (ASC) show a clear trend in this regard. Within school, an understanding of how an individual's fitness compares to age norms is important in order to design appropriate exercise programmes. This study, by Maurice Place, Kathleen Dickinson and Joanna Reynolds, all based at Northumbria University, assessed 100 children with ASC and learning difficulty, and found a wide variation in fitness levels as measured by the Eurofit tests. In addition the measure of cardio‐pulmonary fitness (VO2 max) was generally poor. In boys, body mass index (BMI) showed only a modest correlation with this measure of cardio‐pulmonary fitness, with the results for the girls not being significant. Using a variant of the established BMI calculation did not improve the correlation. To our knowledge this article offers the first set of published Eurofit test results for children with ASC and highlights the generally poor level of cardio‐pulmonary fitness in this group of children.  相似文献   

10.
Value-added (VA) measures are currently the predominant approach used to compare the effectiveness of schools. Recent educational effectiveness research, however, has developed alternative approaches including the regression discontinuity (RD) design, which also allows estimation of absolute school effects. Initial research suggests RD is a viable approach to measuring school effectiveness. The present study builds on this pioneering work by using RD and VA designs to estimate school effects at system and school level, comparing estimates from several measurement designs. The study uses a large English dataset (N = 148,135) spanning 342 schools, 10 local authorities, 6 consecutive school year groups (UK Years 3–9) across 3 years. RD is found to be a suitable approach for system-level absolute school effect estimates. Cross-sectional and longitudinal measures are found to lead to markedly different estimates when comparing individual schools. The results also reinforce the need to treat measures based on a single cohort with extreme caution.  相似文献   

11.
Primary school‐aged children with conduct problems are at risk of future antisocial and criminal behaviour, particularly when there are additional family‐level risk factors. However, little is known about how school‐related factors can reduce that risk. This qualitative longitudinal study investigates school‐related influences on changes in the behaviour of at‐risk children in high‐need families over a period of 5 years. Families of 11 children with serious behaviour problems were followed over the transition to secondary school. In‐depth interviews with mothers, and with practitioners who support the child or family, explored school‐related factors which appeared helpful or unhelpful in improving children's behaviour over time. The analysis found that the disjuncture between the nurture experienced at primary school and a lack of nurture later at secondary school was problematic. Children tended to change primary school until they found one prepared to offer them a high level of nurture and supervision. Consistent relationships with supportive adults were important, but were rare after the transfer to secondary school. Literacy problems remained unrecognised or unaddressed for too long, contributing to children's lack of engagement. Inconsistent disciplinary responses to minor behaviour issues tended to escalate problems and most children were eventually excluded from mainstream education. Communication between parents and school staff was often problematic; parents sometimes experienced school contacts as burdensome, ill‐informed and unsupportive. However, good communication could aid development of successful approaches to supporting children with difficult behaviour.  相似文献   

12.
Studies on the development of creativity have highlighted the impact of learning environments. In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. A semi-longitudinal study was conducted during two consecutive years with 210 children in elementary schools with traditional and alternative pedagogical approaches. Our results highlight (1) an influence of pedagogy on children's creative performance; (2) a positive influence of alternative pedagogy on creative development from year 1 to year 2 mainly for Montessori school. Children's creative performance was influenced not only by the type of task but also by the type of school.  相似文献   

13.
Democracy in an inclusive discourse in education relates to all children’s rights to comment upon and influence matters concerning their interest in education. The article’s empirical data are based on a girl categorised with intellectual disability who through her surroundings is granted the right to influence her physical placement in school, which results in her often choosing to segregate herself from the fellowship with peers. This creates a dilemma for the school, which is faced with the question of overruling her decision in favour of other aspects of inclusion such as fellowship and participation or to continue supporting her decision to segregate. Based on theoretical contributions by Ian Hacking and Lev Vygotskij, this article discusses how schools and teachers approach children that are categorised as intellectually disabled and how the category influences the construction of their identity. Further, constructions of identity govern how the child views themselves and their surroundings. How they understand themselves in relation to the context and situations they are part of will ultimately affect what needs, wishes and compensation strategies the child develops. Studying the structures at play might contribute to further understanding about what causes a child to decide in a manner that conflicts with dimensions of inclusion.  相似文献   

14.
While the significance of the social model of disability for articulating inclusive approaches in education is recognised, the application of capability theory to education is less well developed. This article by Jo Trowsdale of the University of Warwick and Richard Hayhow of Open Theatre considers how a particular theatre‐based practice, here described as ‘mimetics’, can alter and extend the aspirations and achievements of children and young people with learning disabilities, and might be understood as applied capability theory or ‘capability practice’. Mimetics has been crafted from experimental psycho‐physical actor‐training processes by Open Theatre Company working in collaboration with actors with learning disabilities, and adapted to support the learning and development of young people with learning disabilities. This study draws upon an action research project set up by Creative Partnerships with Open Theatre Company and a special school, where children demonstrated increased motivation and capacity for communication and socialisation, improved well‐being, learning and wider achievement. To illustrate the process, we offer a case study of one child with an autistic spectrum disorder.  相似文献   

15.

Prevailing clinical and educational models of dyslexia have focused on effective ways of addressing the proposed core deficits such as poor phonological skills. These models have been helpful in guiding intervention and bringing about some improvements in children's literacy performance (Hatcher, 1994). From a social model of disability perspective these models have not considered sufficiently how cultural factors such as specified school literacy standards can transform the impairments that some children have into disabilities. The underlying tenet of inclusion is that the school should adapt its practice to accommodate the child (Clark et al, 1995; Jenkinson, 1997). This would suggest that an examination of the social model of disability perspective may have a role to play in future school policy and practice across Europe in respect to literacy.  相似文献   

16.
The article presents findings from interviews with five caregivers of children with autism excluded from schools in England. Objectives : to determine the barriers and enablers to mainstream schooling for children with autism and to explore the emotional effect of the journey to school exclusion on the child and caregivers. Background : research has highlighted that some mainstream schools do not listen to caregivers concerns about their child's development, behaviours and mental health. Methods : interpretative phenomenological analysis was employed to understand how participants made sense of their lived experiences, revealing four superordinate themes: inadequate special educational needs and disability (SEND) support, psychological impact, health-imposed barriers to diagnoses, and effective support. Findings : Theographs present the caregivers' journeys, illustrating that the onus fell on the caregivers to advocate for effective support from schools. A lack of prompt diagnose and effective school support is detrimental to the emotional and physical health of both children and caregivers. Training is needed to ensure thresholds for education, health and care needs assessments are understood, alongside evidence-based approaches to support children with SEND. There is a policy need to address barriers to prompt health assessments across services and the impact of decreased funding on schools.  相似文献   

17.
While there is a growing literature on family health spillovers, questions remain about how sibling disability status impacts educational outcomes. As disability is not randomly assigned this is an empirical challenge. In this paper we use Danish administrative data and variation in the onset of type 1 diabetes to compare education outcomes of focal children with a disabled sibling to outcomes of focal children without a disabled sibling (matched on date of birth of the focal child, sibling spacing and family size). We find that having a disabled sibling significantly decreases 9th grade exit exam GPAs, while having no impact on on-time completion of 9th grade. However, educational trajectories are impacted, as we find significant decreases in high school enrollment and significant increases in vocational school enrollment by age 18. Our results indicate that sibling disability status can generate economically meaningful inequality in educational outcomes.  相似文献   

18.
In 1995 it became mandatory to establish individual educational plans (IEPs) for children with special educational needs in the Swedish compulsory school. On the basis of the pupils' needs, such a plan should contain information about the pupils' school situation and performance, the class, teaching etc. The aim of this article was to study how special educational needs are defined and described and what support measures the school is suggesting, using IEPs from a sample of Swedish compulsory schools. Our study is based on an analysis of IEPs for pupils with special educational needs in the nine‐year compulsory school in a municipality in northern Sweden. A strategic selection of three compulsory schools was made and we restricted the study to grades 3, 6 and 9. The method used to analyse the IEPs was content analysis. Using different theories within the field of special education and disability studies, we have tried to discern to what extent the problems described, and the proposed measures (intervention), are related to predetermined theoretical models of disability and special needs education. Our analysis indicates that difficulties are predominantly attributed to the pupils' shortcomings and individual characteristics, and the same holds for the recommended measures. Another interesting finding is that a number of the plans were established without involving the parents, and many of them did not even know that their child had an IEP. Finally, we discuss our findings in relation to different research traditions within the field of special education.  相似文献   

19.
This report outlines the cognitive accomplishments of young children involved in graphic dialogue with adults. A token of collaborative drawing is examined exhibiting the degree to which adult informed tutoring enabled children in their drawing development, enhanced their motivation and ability in narration and resulted in drawings meaningful to them. The case studies examined are the result of a three‐year research project conducted by undergraduate students of Athens University Department of Early Childhood Education under the supervision of the author of this article. This game‐like pedagogical strategy is inspired by L. Vygotsky's educational philosophy and based on B. & M. Wilson's model of adult–child graphic dialogue. It is understood as a method of instructing drawing enabling children to pass from that which they can achieve alone to that which they can accomplish with adult assistance. This educational approach answers to a call for a more socially accountable art education addressing the child's need to deal with issues he encounters in his everyday life and as such is open to adult and cultural interference. A similar educational approach intends to challenge the long‐standing, non‐interventionist art educational theory also known as ‘child art’ and its contention that a prerequisite for a creative individual is expression free from social and adult influence.  相似文献   

20.
Self‐determination and decision‐making are acknowledged internationally as key rights of persons with disabilities and should play an important role in the development of educational plans and procedures. Not only is the chance for individuals with developmental disabilities to select their own tasks, leisure activities or reinforcers a valuable way of enhancing rights‐based education and personal dignity, but choice‐making opportunities may also function as a useful clinical or educational tool if they actually improve the efficacy of programmes aimed at the acquisition of socially relevant behaviours and life skills or the reduction of challenging behaviours. The study reported here assessed whether or not choice affected effectiveness of an educational procedure for three children on the autism spectrum. Following a preference assessment, a number of discrete teaching trials were conducted with each child and, contingent upon targeted responses, either the child or the therapist selected one of three preferred reinforcer items. Reinforcer choice did not affect intervention effectiveness for two of the children; however, performance and motivation improved for the third child. Results re‐affirmed the importance of thorough preference assessments prior to intervention and showed that additional stimulus choice contingent on the target response may improve motivation and outcomes for some children.  相似文献   

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