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1.
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
2.
本研究通过自编问卷对河南省四个城市共289名学龄前普通儿童的家长进行调查,研究发现:学龄前普通儿童的家长对幼儿园融合教育持中立态度,隐忧融合教育给幼儿带来消极影响;家长的身份、经验以及幼儿的残障类型是影响学龄前普通儿童的家长接纳特殊幼儿的重要因素。为了提高家长对融合教育的接纳度,应以社区和幼儿园为据点,为家长提供了解特殊幼儿的机会;多渠道宣传融合教育的积极作用,建立学前融合教育的信心;加大政策和资金支持力度,为试点幼儿园融合教育的实施创设良好条件。 相似文献
3.
北京普通幼儿家长全纳教育观念的调查 总被引：2，自引：0，他引：2
幼儿家长是学前全纳教育中的"利害关系人",其态度直接影响子女对特殊同伴的态度并决定了其子女所在幼儿园是否愿意招收特殊儿童.要在我国实施学前全纳教育应首先要了解普通幼儿家长对全纳教育的看法.本研究通过问卷调查发现:北京地区普通幼儿家长对全纳教育对特殊及普通儿童的积极作用认识不足,并认为普通幼儿园教师缺乏全纳教育的经验和资质,对其全纳教育的能力缺乏信心.此外,他们普遍对自己子女所在班级招收特殊儿童的做法持保守态度. 相似文献
4.
就听力问题对幼儿家长所做的调查 总被引：1，自引：0，他引：1
为了解幼儿家长对孩子听力情况的了解程度，本文作者自编了一份包括１４个问题的问卷，在西南师范大学附属幼儿园对幼儿家长做了一次调查。结果警示：家长对孩子的听力健康关心不够，不少家长对诸多问题作出“不知道”的回答。结果同时表明，在普通幼儿园的正常孩子中也有一些孩子存在着听力方面的异常情况，应该引起广大家长、幼教工作者和特教工作者的关注。此外，本次调查还反映出一个情况，为幼儿听力检查提供服务的机构太少。最后，调查证实，噪声污染对孩子的听力影响很大。 相似文献
5.
《昭通师范高等专科学校学报》2019,(1):120-124
普通幼儿和幼师对特殊幼儿接纳度低,影响特殊幼儿在园生存状态;教师与特殊幼儿互动存在困难,影响良好师幼关系的构建;加上特殊幼儿家长缺少融合教育相关知识,不利于实现家园共育,这些因素都在阻碍着当前幼儿园融合教育质量的提高。而从家庭教育方面入手,运用亲子游戏治疗方法,可以缩小特殊幼儿与普通幼儿的发展差距,促进同伴交往;降低特殊幼儿的障碍程度,促成师幼互动;增进家长对特殊幼儿以及融合教育的了解,实现家园共育。 相似文献
6.
幼小衔接工作是长期以来备受幼教工作者和家长们普遍重视和关注的话题,许多的幼教工作者也做了大量有益的探索和研究。受当今社会上一些不适宜需求的影响,以及家长对幼小衔接观念片面和错误的理解,导致部分幼儿园“小学化”倾向愈演愈烈,幼儿园幼小衔接工作依然存在单向衔接和表面化问题。笔者认为,科学有效的幼小衔接应是幼儿园、家庭和小学的多方衔接,缺一不可。多渠道宣传,帮助家长和教师树立幼小衔接的科学理念;提升教师素养和幼儿园保教质量,帮助每个幼儿从容进入小学;加强与小学的深度和双向衔接,共同助力幼儿适应性能力的培养是幼儿园幼小衔接工作的有效途径。 相似文献
7.
上海市幼教工作者融合教育观念调查 总被引：7，自引：0，他引：7
本文通过问卷法和访谈法对上海市115名幼教工作者的融合教育观念进行调查.结果表明:1.半融合幼儿园教育者对融合教育持最积极态度,但对特殊幼儿能力的评价低于非融合幼儿园教育者;非融合幼儿园教育者对融合教育的接纳,对特殊幼儿随班就读的评价及对融合教育资源的需求高于全融合幼儿园教育者.2.在不同职务的幼儿教育者中,管理者的融合教育观念最强,保育员对融合教育的理解和接纳,对特殊幼儿随班就读的评价等方面高于教师.研究显示,加强融合教育知识的普及与宣传对进一步发展上海市学前特殊教育至关重要. 相似文献
8.
发挥“家长开放日”在家园共育中的作用 总被引：1，自引：0，他引：1
家园共育是现代幼儿教育的重要内容，是家庭与幼儿园共同努力，密切配合，教师与家长形成共识，协同教育，实现科学育儿目标的教育过程，怎样搞好家园共育，也是幼教工作者关注和探讨的一个热门话题。“家长开放日”，是幼儿园定期邀请家长来园观摩和参加的教育教学活动。一方面，家长可以通过直观的方式了解幼儿教育的内容、幼儿在园的活动表现以及教师工作情况；另一方面，通过幼儿园与家庭相互联系、教师与家长相互沟通、家园相互作用、相互配合，形成教育共识。“家长开放日”既是连接幼儿园与家庭的桥梁，又是维系教师与家长的纽带。实… 相似文献
9.
幼儿父母职业日教育指幼儿家长利用自身职业优势在特定时间和特定地点对全体幼儿进行的完整教学活动。幼儿园教育必须与家庭教育互相支持、互相配合,这已成为广大幼教工作者的共识。幼儿家长有不同的职业、经历、爱好、特长,这是一个非常有价值的教育资源,如果利用得当,可形成家长、幼儿、教师三赢局面。一、在幼儿园中实践父母职业日教育 相似文献
10.
美国的幼儿园究竟开设了哪些课程,这是许多幼教工作者和读者感兴趣的问题。1976年出版的,美国密歇根州立大学维纳·希尔德布朗的著作《幼儿教育入门》回答了这个问题。这本书是作者根据幼儿园以及大学幼儿实验学校多年的教学经验写成的,主要对象是大学学前专业的大学生,托儿所和幼儿园的老师以及广大的幼教工作者,所以,对幼儿园的课程设置和教学方法有详细的论述和具体的介绍。根据这本书的介绍,美国的幼儿园通常开设有如下十门课程: (一)室外学习活动;(二)创造性的美工活动;(三)发展智力的科学教育;(四)结构学习活动;(五)语言艺术;(六)儿童文学;(七)戏剧表演;(八)创造性的音乐活动;(九)郊游和邀请来宾活动;(十)饮食及炊事活动。 现根据该书的第八章,简单介绍一下美国幼儿园开展科学教育的内容和方法。 相似文献
11.
JO´HANNA EINARSDO´TTIR 《Early Years: An International Journal of Research and Development》2003,23(2):103-116
The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions. They were: (1) preschool teachers; (2) preschool directors; (3) preschool consultants; and (4) educators of preschool teachers. Data were analyzed using strategies of qualitative inquiry. The analysis revealed dilemmas concerning the use of concepts such as teaching and care, cooperation with the primary schools, the organization of the preschool day, and the role of preschool teachers in children's learning. The results were interpreted in the light of postmodern perspectives of the child and early childhood institutions. 相似文献
12.
Patsy Cooper 《Journal of Early Childhood Teacher Education》2013,34(4):293-296
ABSTRACTNew education reforms in Australia, and elsewhere in the world, are calling for degree-qualified early childhood teachers to work in prior to school contexts, including child care. Yet, emerging research indicates that the majority of early childhood graduates are averse to work in child care, with a career desire to work in other contexts – primary, kindergarten, preschool. This paper reports on a pilot study that focused on early childhood teacher preparation, with attention to child care professional experience. Interviews with early childhood teacher educators, including program coordinators, focused on the decision making processes about the child care professional experience. Discourse analysis located some of the competing and complex discursive considerations, illuminating the contingencies and tensions that face early childhood teacher educators. The imperatives on reflective thinking and decision making in complex early childhood teacher education landscapes are illuminated. These contingencies and tensions have implications for the workforce they are charged to prepare, as policy imperatives call for teachers prepared and willing to work in child care. 相似文献
13.
Kerry Purdue Diane Gordon‐Burns Alexandra Gunn Barbara Madden Nicola Surtees 《International Journal of Inclusive Education》2013,17(8):805-815
Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education. 相似文献
14.
Joseph S Agbenyega 《International Journal of Inclusive Education》2013,17(12):1247-1261
An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights of children with disabilities and the core principle of inclusion – that early childhood learning programmes should provide for the needs of all the children in their centres, regardless of ability and disability, there remain significant barriers in terms of teacher professional knowledge in achieving these goals. In this article, we report a study on Thai preschool teachers' knowledge of inclusive early childhood education. Quantitative data obtained through a questionnaire were supplemented by teacher interviews. Both the quantitative and qualitative data focused on the teachers' assessment of their professional knowledge. Findings from this study can inform effective professional development programmes in preparing early childhood teachers for successful inclusive practices. 相似文献
15.
Maribeth Gettinger 《Early Childhood Education Journal》2001,29(1):9-15
This paper describes the conceptualization, development, and implementation procedures for a performance-monitoring system designed to evaluate the progress of young children, with and without disabilities, in an inclusive early childhood education program. A total of 20 early childhood educators from one preschool participated in a 10-month, professional development program designed to advance their knowledge and understanding of performance assessment, and to enable them to develop their own performance-monitoring system entitled Changing, Learning, and Growing (CLG). This paper provides an overview and rationale for performance monitoring, and explains the five-step process through which participating teachers were guided in their development of CLG. 相似文献
16.
以成都市部分幼儿园教师作为调查对象,对幼儿园融合教育相关因素进行调查,结果不尽如人意。影响幼儿园教师融合教育的主要原因:幼儿园教师缺乏一定的融合理念和融合知识与技能,学前师资培养体制受到历史发展的制约,学前融合教育缺乏专业人员支持,学前融合教育缺乏经济与政策导向的大力支持。要促进成都市幼儿园融合教育发展,应大力培养学前特殊教育专业人才,提高其学前融合教育的能力,加强在职幼儿教师的培训,整合融合教育支持系统,给予幼儿融合教育切实的支持。 相似文献
17.
Every preschool age child in Finland has the right to child care. Well-educated staff consists of all-round experts who work in versatile contexts with various children in a multi-professional collaboration. This staff is one of the strengths of the Finnish child care system. The aim of this article is to clarify the expertise of those early childhood education teachers, who have the competence of kindergarten teachers (n = 80) and discuss how the development of early childhood education teachers’ expertise could be supported in a small country like Finland, and more specifically, in its northernmost part, the province of Lapland. This was a qualitative study. The data consisted of the early educators’ stories of their growth toward expertise. The analysis method was content analysis. Four themes emerged from the analysis of the early educators’ growth toward expertise. According to the informants, education, work experience, personal life history and personal attitudes toward work had been the most influential variables in the process of growth toward their expertise. This research showed that the development of early childhood education teachers’ expertise necessitates new kinds of working methods and measures for educational planning. In addition, there is need for individual development plans as the work has become more and more collegial and it is necessary to expand a notion of individual expertise into the realm of collaborative and socially shared expertise. 相似文献
18.
Katharine L. Brodzeller Jennifer R. Ottley Jeesun Jung Christan G. Coogle 《Early Childhood Education Journal》2018,46(3):277-286
The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children’s unique needs. Young children experiencing autism spectrum disorder are being diagnosed at a young age and they are commonly receiving their education within inclusive early childhood settings. This article presents two methods to meet the needs of children with autism spectrum disorder. First, early childhood educators can provide interventions tailored to the children’s learning needs. Second, educators can adapt the environment, materials, activity, instruction, and assistance they provide so that each child is appropriately supported, while still being encouraged to succeed as independently as possible. This article summarizes research-based interventions and adaptations that early childhood educators can implement within inclusive settings to meet the diverse needs of young children with autism spectrum disorder and presents a case study to describe how these practices can support young children with autism spectrum disorder within inclusive settings. 相似文献
19.
《国家中长期教育改革和发展规划纲要(2010—2020年)》关于"基本普及学前教育"的战略目标,进一步加大了我国幼儿教师的需求量。既要确保足够数量的教师,又要最大程度地保证教师的质量,在这种状况下,把品性纳入幼儿教师任职资格标准是亟需也是必要。为确保品性标准在幼儿教师选拔中的完善应用,要明确幼儿教师品性标准的内涵,确立以气质与性情、心灵的敏感性、爱的情怀和品质、个体美德、与幼儿沟通交往的意愿和能力等方面的指标为基本维度的指标体系,坚持实践性、过程性和整体性的评价原则,确立对话法、观察法、调查法等具体操作方法。 相似文献
20.
Virginia Buysse Barbara Davis Goldman Martie L. Skinner 《Early childhood research quarterly》2003,18(4):485-501
This study examined strategies teachers reported using to support friendships among young children in inclusive early childhood classrooms. The teachers included 25 general early childhood educators from 9 child care centers and 20 early childhood special educators from 9 specialized programs. The Playmates and Friends Questionnaire for Teachers documented the number and nature of children’s friendships and teachers’ reported use of 11 different strategies to support individual friendships. Overall, the friendship strategies that teachers reported using most frequently included providing sufficient free choice time, allowing children to form their own friendships, and commenting on the play between friends. The majority of teachers reported rarely using two strategies: arranging for children to play together outside of the classroom and allowing two friends to exclude other children from their play. Teachers reported using more active friendship strategies to support dyads in which one or both children had special needs. Implications of these findings to support friendship formation in inclusive early childhood settings and directions for future research are presented. 相似文献