共查询到20条相似文献，搜索用时 109 毫秒
1.
《British Educational Research Journal》2005,31(4):541-548
Ethics, social research and consulting with children and young people : P. Alderson & V. Morrow Doing qualitative research: a personal guide to the research process : G. Walford Evidence‐based educational methods : D. J. Moran (Ed.) Understanding Early Childhood: Issues and Controversies : H. Penn Gender and physical education : D. Penney (Ed.) The School I'd Like : C. Burke & I. Grovenor 相似文献
2.
Thomas Scott Duke Kathrin W. McCarthy 《Journal of Early Childhood Teacher Education》2013,34(4):385-403
We reviewed 31 articles that explored issues related to gender and sexuality in early childhood education (ECE) settings. This body of literature suggests that ECE programs and elementary schools often reinforce the homophobia, heterosexism, and sexism that characterize contemporary U.S. society. A number of the articles described strategies that the teachers of young children can use to promote gender equality, respect for sexual diversity, and healthy sexual development. We concluded our review with a discussion of third-wave feminism, queer theory, and the important role that community college and university-based teacher education programs can play in helping the teachers of young children actively challenge systems of privilege and oppression based on gender and sexuality. 相似文献
3.
Muriel E. Hamilton Mary A. Roach David A. Riley 《Early Childhood Education Journal》2003,30(4):225-232
Over the past 4 decades, early care and education programs in the United States have struggled to overcome obstacles to active parent and family participation, especially in the wake of recent welfare reform guidelines requiring parents to work outside the home. This article highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence, which offer family-centered services along with services to young children. Using various strategies, these programs have empowered parents and strengthened bonds between parents and professionals. Their success suggests that new models based on family-centered goals can improve the overall quality of early care and education for young children. 相似文献
4.
This article explores the widespread emphasis on parental involvement in education from the perspectives of children and young people. In contrast to the conceptualisation of children as variable social actors, policy initiatives to link home and school more effectively, and research-generated typologies of parental involvement, unthinkingly familialise and institutionalise children by ignoring any part they may play in parental involvement in their education. Drawing on data from our study of children's understandings of home-school relations, we develop and elaborate a typology that centres on the complex ways that children and young people talk about creating, acceding to, and resisting their parents' involvement in their education. The socially patterned differences between the children and young people's understandings and experiences demonstrate how the broad social processes of familialisation, institutionalisation and individualisation are, in fact, concretely lived and negotiated in variable ways. Nevertheless, there are also some commonalities in children and young people's resistance around notions of privacy. 相似文献
5.
幼儿园的科学教育活动十分重要,本文探究了其意义和作用。但目前一些幼儿园的科学教育模式及理念,或许制约了幼儿的发展,笔者认为应倡导以培养探究能力为核心的幼儿科学教育理念。 相似文献
6.
《Support for Learning》2004,19(3):125-131
In this article, Maria Poyser looks at the relevance of religious education (RE) to looked‐after young people who have been labelled emotionally and behaviourally disturbed (EBD). She begins by painting an overall picture of the education of looked‐after young people and examines the concept of what being ‘looked after’ means. The article highlights the problem of a disproportionate number of looked‐after young people ending up in special schools catering for EBD children and challenges schools to look at ways of preventing this. It poses the question: are these children emotionally and behaviourally disturbed or in fact the victims of post‐traumatic stress disorder (PSTD)? The writer goes on to examine the fact that trauma does not have to be a life sentence. It has the potential to be one of the most significant forces for psychological, social and spiritual awakening and evolution. 相似文献
7.
马丽 《桂林师范高等专科学校学报》2010,24(3):225-228
针对家庭教育对幼儿英语教育的影响,首先分析了家长与幼儿一同说英语有助于激发幼儿学习的兴趣,利用家庭进行英语教育有利于对幼儿进行个别细致的辅导,有利于弥补幼儿园教学条件的不足等。然后提出家庭教育对幼儿英语教育的促进策略,即家长应树立正确的教育观,提高自身的英语素质,积极参与幼儿园的英语教育活动,掌握科学的英语教育方法,以便有效地对幼儿进行教育。 相似文献
8.
The COVID-19 world health crisis has profound implications for the care and education of young children in homes and schools, the lives of preservice and inservice teachers, and the work of college/university faculty. This article begins by discussing the implications of a world health pandemic for education and the challenges of conducting a literature review on such a rapidly evolving topic. The next four sections categorize the COVID-19 literature into themes: (1) threats to quality of life (QoL) and wellness, (2) pressure on families and intensification of inequities, (3) changes in teaching methods and reliance on technology, and (4) restructuring of higher education and scholarship interrupted. Each of the four themes is introduced with a narrative that highlights the current context, followed by the literature review. Next is a compilation of high-quality, online resources developed by leading professional organizations to support children, families, and educators dealing with the COVID crisis. The article concludes with changes that hold the greatest potential to advance the field of early childhood education and care.
相似文献9.
Measuring the quality of education: the involvement of bilingually educated deaf children 总被引：1，自引：0，他引：1
The levels of involvement of six young deaf children were observed during three educational tasks. These levels were used as indicators of quality of education. The children were bilingually educated. The possible connection between language of instruction, type of task, teaching style, and level of involvement was studied. The children's observed overall level of involvement was high. Involvement was influenced by the type of educational task, but also by the teacher and by the language of instruction: Involvement was greater during activities led by the deaf teacher, using Sign Language of the Netherlands (SLN). Measurement of involvement of young deaf children turned out to be a good way to assess quality of education, not only for research purposes but in the context of general educational practice. 相似文献
10.
This study investigated the contributions of maternal education and ethnicity to three dimensions of home‐based parental involvement in young children’s education and development: parental expectations about educational attainment, children’s activities at home and outside the home, and family routines. Controlling for family background variables such as family size and structure, household income, and neighbourhood safety, we examined these relations in a nationally representative U.S. sample of 9,864 Asian American, African American, Latino American, and European American five‐year‐old children. Multiple regression models suggested that maternal education explained small to moderate amounts of variation in parental home‐based involvement, and was more strongly associated with these outcome variables than was income. Ethnicity significantly predicted additional variation in only two outcome variables: parental educational expectations and family discussions. Maternal education plays a unique role in explaining U.S. ethnic group variations in parental involvement in young children’s education. 相似文献
11.
This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the
implementation of the national Statement and Profile in science. The program has been developed by the authors in association
with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research
in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution
of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science
discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop
an extended understanding of the nature of science.
Specializations: early childhood science and technology education.
Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development. 相似文献
12.
Yves Prêteur Odette Lescarret Myriam de Léonardis 《European Journal of Psychology of Education - EJPE》1998,13(4):461-474
We examine the influence of family educational practices on the interaction and communication competencies of four-year-old children. The child, as an active player in its own development, has to manage intra- and inter-personal conflicts in the socio-cognitive and socio-affective registers. We postulate that parental educational practices orient the relationship which each child develops with the world and with itself. Family educational practices were evaluated by means of two questionnaires (general education, specific education). The child’s communication competence was assessed on the following levels: intrapsychic dynamics (projective, tests, social competence and self-representation scales); oral and written communication competence (typological analysis (250 children and their parents). The results show that sociocultural contexts interact with family educational concepts and practices to influence the development of self-representations and the capacity for oral and written communication. General family education modulates the intrapsychic personal dynamics of young children, while specific family education is more responsible for influencing behaviours linked to school activities. A top-down hierarchical analysis was used to differentiate between these two forms of communication competence and the patterns adopted by the child within the diversity of family educational contexts. 相似文献
13.
The student profile, model of service delivery, and support practices for young children with disabilities receiving early childhood intervention (ECI) in Singapore is reported and contrasted in this study. The supervisors/managers/principals of eight Early Intervention Programme for Infants and Children (EIPIC) centres, eight Integrated Child Care Programmes (ICCP), six privately run ECI centres, and 65 preschools participated in this study. Overall, autism spectrum disorder was the most commonly reported diagnosis in this study. EIPIC and privately run ECI centres supported mostly children with disabilities (frequently those with more severe disabilities) and provided more specialized education and therapy support, whereas ICCPs and preschools educated them alongside typically developing peers. EIPIC centres provided the most resource and teacher support for young children with disabilities. Issues pertaining to the reported rates of disabilities among the young children and support models/practices are discussed. 相似文献
14.
The purpose of this viewpoint is to consider the impact of the current Covid-19 crisis on the educational prospects of young children attending early childhood education and care (ECEC) settings. Studies show that health pandemics and environmental, political, and socio-economic crises jeopardize children’s development and education. It is likely that for the immediate future, young children will continue to experience emotional and psychological stress. A curriculum that does not take into consideration a pandemic of the scale we are witnessing today creates unnecessary pressure and anxiety not just on young children but also on the adults who care for and teach them. This article outlines actions to ensure quality education for all as suggested by the United Nations Sustainable Development Goals. The response of ECEC curricula to the pandemic may potentially act as a catalyst for educational change.
相似文献15.
王淑娟 《湖北广播电视大学学报》2012,32(10):140-141
幼儿全面发展是现代幼儿教育的出发点和归宿。促进幼儿全面和谐的、富有个性的发展,为幼儿一生的发展打好基础,是幼儿发展的目标。深入领会幼儿全面发展的内涵及必要性,采取有效的措施促进幼儿全面发展。多元智能理论的多元性、差异性、实践性和创新性及其所体现的儿童全面发展观,为促进全体幼儿发展,促进每个幼儿全面能力的发展,促进幼儿可持续发展,提高幼儿整体素质,提供了理论依据和实践的启示。 相似文献
16.
Dr. Gail Ruppert Houle 《Early Childhood Education Journal》1996,23(4):197-200
The field of special education has primary responsibility for providing specialized services to young children with disabilities
in the schools. Increasingly, it is recognized that many disabilities identified among young children may be attributable
to environmental variables, such as violence, poverty, toxic materials exposure, and family dysfunction. Issues of violence
hold particular relevance for special education professionals. Recent studies report that young children with disabilities
are 1.7 times more likely to be victims of maltreatment than children without disabilities. For children with disabilities
living with the effects of violence, the infrastructure of special education as it is now developing may be the most promising
approach to individual and systems intervention. Comprehensive community-based initiatives are replacing fragmented practices.
The new collaborations can multiply the results of intervention or support programs beyond those attainable through any single
approach.
Views expressed in this article are solely those of the author and do not reflect policies of the U.S. Department of Education. 相似文献
17.
特殊幼儿融合教育个案研究报告 总被引：3，自引：0，他引：3
本文运用个案研究法,通过观察记录、访谈记录、调查问卷、环境分析、教育建议与结果资料分析探讨成功的特殊幼儿融合教育经验,为特殊教育工作者、家长、幼儿园教师提供适当的建议。研究内容包括:特殊幼儿家长需求;普通幼儿家长对融合教育认识及需求;幼儿园教师对融合教育认识及需求;特殊幼儿与普通幼儿互动情况;特殊幼儿融合教育幼儿园所需支持辅助。提出几条建议:体制的保障,特殊教育师资培训,专业人员支持,家庭成员提供支持辅助。 相似文献
18.
This paper reports on the significance of social capital in relation to education, exploring its relevance to teachers and other professionals as well as among young people. It draws on aspects of five case studies undertaken by the Schools and Social Capital Network, within the Applied Educational Research Scheme in Scotland. These case studies focused on: an Inclusive Learning Network of teachers and parents of disabled children and young people concerned with inclusion; students from refugee families in one primary and one secondary school, working in association with Asylum Seekers Support Project units; young participants in a local authority youth club; independent (private) schools and a Get Ready for Work Programme. A framework for accounting for bonding, bridging and linking social capital as practices was developed and space was an emergent theme from these case studies. 相似文献
19.
Yvonne Anders Pam Sammons Brenda Taggart Kathy Sylva Edward Melhuish Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. 相似文献
20.
This study examined the associations between childcare attendance among 550 children from 24 to 36 months of age and their enrollment in higher education in young adulthood. We conducted a propensity score matching analysis to control the selection bias for childcare attendance and estimated the average treatment effect for the treated on the odds of enrollment in higher education. Children who attended informal childcare (i.e., with a relative or nanny) were more likely to pursue higher education in young adulthood relative to children in formal childcare (i.e., center-based or licensed home-based childcare). However, heterogeneity in our sample revealed that attending formal childcare increased the probability of enrollment in higher education for children from low-income and non-employed families. This study suggests that attending informal childcare in Canada in 1994–1995 benefited all children over 20 years later, whereas attending formal childcare appears to be protective for children from more disadvantaged families. 相似文献