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<正>当今幼儿多为独生子女,是全家的小宝贝、小太阳,多数家长都认为幼儿年龄小,因而日常生活中一些力所能及的事都由家长包办了,由此失去发展机会。这样往往会造成幼儿独立性差、自理能力弱、不爱劳动、懒惰,等等,这对他们的成长极为不利。因此,对幼儿进行自我服务能力培养势在必行。那么如何培养幼儿的自我服务能力呢?一、通过游戏形式培养幼儿自我服务能力幼儿自我服务内容如单纯的讲解、示范,幼儿学起来就 相似文献
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自我服务能力的培养,有利于小班幼儿从小形成独立的个性。家长应了解孩子的现状,从而重视幼儿自我服务的能力的培养;家园结合可有效促进与提高幼儿的自我服务能力。 相似文献
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《华夏少年(简快作文 )》2017,(3)
幼儿自我服务能力是指幼儿在日常生活中照料自己的基本生活能力。现代家庭中独生子女居多,许多家长总爱为幼儿包办代替一切,在不知不觉中剥夺了孩子动手的机会,导致孩子的自我服务能力低。进餐环节是幼儿一日生活的重要组成部分,在幼儿进餐环节中采用科学有效的教育手段,创设宽松自主的用餐环境,对提高幼儿的自我服务能力,培养幼儿的健康人格将产生积极深远的影响。 相似文献
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自我保护能力是一个人在社会中保存个体生命的最基本的能力,它包括生活自理能力、自我防范能力、自我救护能力、自我调整能力。自我保护能力是孩子独立生活的可靠保障,它有助于孩子尽早摆脱成人的庇护,成为一个独立自主的有生存能力的个体。那么,在日常生活中,家长应如何培养孩子的自我保护能力呢? 一、耐心向孩子讲解必要的安全常识在日常生活中,家长应有意识地向孩子讲解一些安全常识。许多家长只知道给孩子定下种种清规戒律,不许这样,不许那样,却懒于对这些限制作进一步的解释说明,孩子没有理解家长不允许自己这样做的理由,认识不到这样做的危险性,一旦成人不在身边时,在好 相似文献
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自我保护能力是一个人在社会中保存个体生命的最基本的能力 ,它包括生活自理能力、自我防范能力、自我救护能力和自我调整能力等。自我保护能力是孩子独立生活的可靠保障 ,它有助于孩子尽快摆脱成人的庇护 ,成为一个独立自主的有生存能力的个体。 当前 ,许多年轻的家长对自己的孩子倾注了全身心的爱 ,寸步不离地保护孩子 ,唯恐孩子“闯祸”或遭遇不测。但有些事情的发生却是家长无法预测的。因而明智的做法 ,就是平时就要注意培养孩子自我保护意识和能力 ,以避免意外事故的发生。 那么 ,在家庭教育中 ,应如何培养孩子的自我保护能力呢… 相似文献
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对于5岁幼儿来说,自我服务能力的培养有助于其个性的形成、身心健康的发展及生活自理能力的提升。幼儿园在教学的时候,家长在教育自己孩子的时候,都应该关注幼儿的实际发展情况,进而注重幼儿自我服务能力的培养。目前绥化市北林区5岁幼儿自我服务能力不佳,存在着种种客观的影响情况,急需纠正。本文将通过绥化市北林区5岁幼儿自我服务能力的调查分析结果,提出家庭和幼儿园培养5岁幼儿自我服务能力的教育策略,以帮助提高和促进5岁幼儿的自我服务能力。 相似文献
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对于5岁幼儿来说,自我服务能力的培养有助于其个性的形成、身心健康的发展及生活自理能力的提升。幼儿园在教学的时候,家长在教育自己孩子的时候,都应该关注幼儿的实际发展情况,进而注重幼儿自我服务能力的培养。目前绥化市北林区5岁幼儿自我服务能力不佳,存在着种种客观的影响情况,急需纠正。本文将通过绥化市北林区5岁幼儿自我服务能力的调查分析结果,提出家庭和幼儿园培养5岁幼儿自我服务能力的教育策略,以帮助提高和促进5岁幼儿的自我服务能力。 相似文献
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领导生命周期理论在班级管理中的运用 总被引：1，自引：0，他引：1
如何对班级实施有效的管理,是每一个班主任都十分关注的问题.目前有相当多的研究者提出,班主任应努力营建一种民主和谐的班级气氛,充分授权,让学生享有高度的"自治",从而实现班级的自我管理.这是一种适应时代民主要求的管理思想.它比较多地注意到了学生在班级管理中的主体地位,有利于学生自主意识和自我约束、自我服务能力的发展. 相似文献
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Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited from 7 preschools located in northeastern China. The results showed that when parents expected their child to master social-emotional skills at a younger age or when they placed more value on social-emotional skills, they were more likely to adopt authoritative parenting, their children had better social competence, and finally their children showed better preacademic skills. The findings not only provided support for the interconnections between Chinese young children’s social-emotional functioning and preacademic skills but also revealed parenting styles and child social competence as potential pathways through which parents’ social-emotional expectations relate to children’s preacademic skills. Practice or Policy: The findings can be used to facilitate parent education efforts to help contemporary Chinese parents reflect on and even adjust their developmental expectations for young children. Parental expectations can also be an important element to consider in prevention and intervention programs that are designed to improve young children’s social-emotional and preacademic skills. 相似文献
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Karen Rattenborg Aimée Kleisner Walker Jan Miller-Heyl 《Early education and development》2019,30(3):315-336
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education. 相似文献
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W. T. Walton 《International journal for the advancement of counseling》1993,16(2):107-118
This paper explores the problems faced by parents of disabled children with respect to stress-related factors. Parents of disabled children experience tremendous stress in the responsibilities and problems that they face. Counselors who become involved with parents of disabled children need to be capable of assisting these parents in developing and implementing stress management programs. The counselor needs to teach the parents effective ways of reducing stress, in their everyday activities centered around the disabled child.This paper will discuss some of the circumstances that cause stress and suggest procedures for training parents in becoming aware of the stressors and learning to manage them. The paper will also discuss promoting self-awareness and developing coping skills for parents of the disabled children. Counselors are encouraged to use these and other stress management techniques in helping parents become more effective in managing the stressors and developing appropriate coping skills. 相似文献
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张麟 《辽宁教育行政学院学报》2007,24(7):40-42
从大多数独生子女家庭教育现状来看,由于教育观念陈旧和父母教育子女的基本素养的缺失等原因,导致家庭教育异化现象:家长们不重视帮孩子进行情感财富积累,不注意正确价值观的引导及健康生存意识和习惯的培养,导致了孩子认知和情感发展不平衡,学习观念的功利主义,盲目的崇拜偶像和缺少健康生活所需要的基本知识和技能等不良问题。改变这种局面应更新家长的观念,发挥家庭在独生子女良好社会性的形成中的重要功能。 相似文献
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Parental Beliefs and Children's School Performance 总被引：3，自引：1，他引：3
Immigrant parents from Cambodia, Mexico, the Philippines, and Vietnam and native-born Anglo-American and Mexican-American parents responded to questions about child rearing, what teachers of first and second graders should teach their children, and what characterizes an intelligent child. Immigrant parents rated conforming to external standards as being more important to develop in their children than developing autonomous behaviors. In contrast, American-born parents favored developing autonomy over conformity. Parents from all groups except Anglo-Americans indicated that noncognitive characteristics (i.e., motivation, social skills, and practical school skills) were as important as or more important than cognitive characteristics (i.e., problem-solving skills, verbal ability, creative ability) were to their conceptions of an intelligent first-grade child. Parental beliefs about conformity were correlated with measures of kindergarten (5- and 6-year-olds) and first- (6- and 7-year-olds) and second-grader (7- and 8-year-olds) children's school performance (i.e., teacher ratings of children's classroom performance; Comprehensive Test of Basic Skills reading, math, and language scores; and Sternberg Triarchic Abilities Test scores). 相似文献
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The present study examined the relations between home numeracy experiences (i.e., parent–child numeracy activities and parents’ numeracy expectations) and basic calculation skills (i.e., addition and subtraction) of children with Specific Language Impairment (SLI) and their peers with Normal Language Achievement (NLA), while taking into account their cognitive and linguistic capacities. Fifty children with SLI and 100 children with NLA were tested on cognitive, linguistic, and basic calculation skills, and their parents filled in questionnaires on home numeracy activities and numeracy expectations. The results showed parents of children with SLI report engaging in fewer numeracy-related activities and have lower numeracy expectations for their children than parents of children with NLA. Furthermore, parent–child numeracy activities were more strongly associated with addition and subtraction for children with SLI. It is thus especially important that parents of children with SLI are made aware of their important role in the development of their child's basic calculation skills. 相似文献
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This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age 10 or 11. The effects on skills more closely related to reading and language are larger than those on skills such as numeracy skills. However, all findings in relation to reading and other cognitive skills are persistent and robust to a wide range of sensitivity analyses. Although reading to children is also correlated with children's non-cognitive skills, after accounting for the endogeneity of reading to children, no causal effect remains. 相似文献
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Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese 
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下载免费PDF全文 Tomohiro Inoue George K. Georgiou Naoko Muroya Hisao Maekawa Rauno Parrila 《Journal of Research in Reading》2018,41(1):159-175
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
- Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
- Children's early reading skills can have an impact on later HLE.
- The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
- In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
- The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
- More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
- We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
- This can be particularly true of less educated parents with poorly performing children.
- We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
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Levan Lim Tan Ai Girl Marilyn M. Quah 《International Journal of Disability, Development & Education》2000,47(1):77-87
This study examined Singaporean parents’ perspectives on how much they valued major curriculum skill areas for their children with disabilities. Parents were also asked to indicate whether they expected priority skill items within the curriculum areas to be performed with assistance or independently. The results showed that the parents of children with moderate and severe disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional life skills, social relationship skills, and functional academics. Parents of children with mild disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional skills, functional academics, and social relationship skills. The results also showed that parents’ relative ratings of the other skill areas besides self-help skills were influenced by the level of disability of their children. The milder the disability, the higher the relative parental ratings and expectations for independent performance of social relationship skills, functional academics, and community-based life skills. Conversely, the more severe the disability, the lower the relative ratings of these skills and expectations for independent performance compared with self-help functional life skills. 相似文献
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The purpose of this study was to compare the effectiveness of parents and teachers as instructors of a personal safety program. Sixty-one low-income preschool children were pretested and participated in either a homebased program, a school-based program, or a control program. Children were posttested on knowledge and skill gains. No significant differences were found between groups of children taught by teachers or parents, and children in both of these groups demonstrated greater knowledge about sexual abuse and higher levels of personal safety skills compared with controls. Knowledge and skill gains were maintained at the two-month follow-up. No program-related increases in negative behaviors were reported by teachers, nor were the treatment children perceived by their parents as more fearful subsequent to participation. These results suggest that parents are as effective as teachers at teaching skills in personal safety to preschool-age children, and that the programs can be implemented safely and effectively both at home and at school. 相似文献