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《教育与教学研究》2022,(9):97-107
在国家三孩政策全面启动以及人口老龄化的社会背景下,教保服务多元化需求催生出托幼双向衔接的新模式。新时代托幼双向衔接模式旨在从国家宏观层面出发,将两种照护模式通过合理有效的配置实现彼此间的互补协助并最大程度地发挥其社会功能。遵循发展规律,促进个体可持续发展的必然追求;完善婴有所托,推动发展普惠教育的有效途径;紧跟时代潮流,适应世界学前教育改革走向,成为托幼双向衔接的价值意蕴。管理体制双向衔接、教育双向衔接以及师资素质,成为托幼双向衔接的构建条件。遵循上述逻辑,托幼双向衔接模式可通过意识先行、政府牵头、制度建设、家庭社区协同以及专业提升等途径驱动其切实发展。 相似文献
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介绍英国、日本及中国台湾地区0岁-6岁托幼一体化的背景及主管机构、课程整合、师资培养、服务形式等方面的具体内容,分析它们在立法建制、项目带动、监督评价角度对一体化的支持,并对我国开展0岁-6岁托幼一体化提出了五点建议。 相似文献
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通过对现状的调查考察,认为实施托幼一体化是切实可行的。自2003年起逐步开展“托幼一体化”实践,对农村学前一体化教育作了有益的尝试,积累了可贵的经验,为全面推进农村托幼一体化奠定了良好的基础。为更全面、有效地提升学前教育科学管理一体化的水平和早期教育服务水准,要进一步研究探索全区域、全方位、深层次推进0-6岁学前教育一体化的发展策略和科学运行机制。 相似文献
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目前，关于托幼一体化的含义，主要有以下三方面代表性的观点。1．托幼一体化包含两方面的含义：其一，托幼一体化是托儿所、幼儿园管理体制一体化的问题，即理顺托幼管理体制；其二，托幼一体化是托儿所、幼儿园教育一体化的问题。即在0-6岁的教育工作中，如何把握婴幼儿身心发展规律．如何确定完整的教育目标，形成有效的教育方案，实施有针对性的策略。2．托幼一体化是采用系统、整合的观点，对学前教育进行纵向和横向连接．即纵向连接托儿所和幼儿园两个机构，横向连接家庭、社会教育机构、社区，对0-6岁婴幼儿进行整体性教育的过程。3．托幼一体化是指学前教育一体化的规划。 相似文献
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从支持妇女就业、平衡妇女家庭与工作矛盾的角度出发,世界发达国家在其家庭政策中都表现出加强政府对公共托幼事业的责任这一显著的发展趋势,值得中国政府予以重视。托幼事业不仅是基础教育事业,而且是社会公益事业,尤其对妇女的就业与发展有着积极的作用。中国政府应同时考虑托幼政策的社会意义,着眼于给予妇女更多平等发展权利,通过制定更为合理的公共托幼政策促进家庭与社会的和谐发展。 相似文献
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随着社会的进步和终身教育的发展,实现托幼一体化逐渐成为我国学前教育发展的趋势,然而廊坊市在推进托幼一体化的过程中,0-3岁儿童的早期教育一直滞后于3-6岁儿童的教育,大大影响了托幼一体化的进程,因此,必须从政府、学前教育机构和社会三个方面进行改革。 相似文献
7.
这里是一群热心的幼教工作者对什么是托幼一体化、需不需要托幼一体化、0～6岁儿童发展特点与教育及保育工作的重点如何把握、托儿所与幼儿园的教育及保育工作如何整合起来、托幼一体化的师资队伍如何建设、政府是否应对早期教育的发展和现存问题起导向的作用、应制定什么相应的政策和法规等问题进行的讨论。相信读者能从这里面得到一些启发,引起更多的、更深入的思考。为了尊重作者的意愿,对参与讨论的嘉宾我们一律没有标明其身份,对个别嘉宾也只是用化名。在此谨向他们表示谢意。 相似文献
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台湾地区<儿童教育及照顾法草案>以托幼一体化为立法核心,严格规范了教保服务人员的从业资格认证,建立了缜密的幼教机构监管规范与机制,注重家长参与监督与儿童权益保障.这部法案的出台对于我们思考当前托幼一体化问题,有着一定的启示意义. 相似文献
10.
在"政府-市场-社会"的三维分析框架下,政府、私营部门和公民社会各自在网络空间的存在与活动,以及它们之间纵横交错的冲突和合作,形成了一个复杂的聚合体系.在参与治理这个聚合体系的过程中,各主体呈现出不同的"博弈者特性".以政府为主导的治理模式、以私营部门为主导的治理模式和以公民社会为主导的治理模式,分别对应着以主权国家法规为基础的制度建构、以契约为基础的制度建构以及以共识和协商一致为基础的制度建构过程.从利益相关度、权力和权威、合法性及治理成本四个方面衡量不同主体的博弈者特性,发现三个治理主体在不同层次治理议题上的治理意愿、治理能力和治理效率均存在显著差异.不同主体主导的治理模式适应于不同层次的治理议题,协同治理形成了基于网络化时代源于多元权威和多重结构的新秩序形态. 相似文献
11.
段小平 《深圳职业技术学院学报》2013,12(4):76-81
全球治理是全球化时代国际社会关注的焦点,它旨在构建一个跨越领土边界、由国际社会各个层面的权威机构组成的问题解决体系。在全球治理进程中,根据不同治理主体在其中的身份地位各不相同,就可以设想不同的治理模式。本文在分析全球治理基本含义及其构成要素的基础上,分析了基于不同角度而构建的四种全球治理模式及其特征,旨在揭示全球化时代全球治理模式的现实选择。 相似文献
12.
Elise Hunkin 《教育政策杂志》2018,33(4):443-456
This paper reports on the findings of an in-depth genealogical study of the discourse of quality in Australian Early Childhood Education and Care (ECEC) policy. Quality reform has become the foremost global policy agenda for ECEC due to assumptions about the economic potentials of quality services. In Australia, the recent National Quality Framework elevated early childhood policy in Australia from the margins as the lynchpin of a broader economic reform agenda. However, quality ECEC – what it is and does – is a complex, contestable notion that could be considered problematic for the sector to execute, particularly through market models of provision. Drawing on Foucauldian notions of discourse as the ‘already said’, the truth assumptions that have underpinned policy uses of quality ECEC in Australia are identified and critiqued. It is shown that the discourse of quality has been tactically deployed in Australian ECEC policy to realign quality ECEC outcomes with educative outcomes, as a means for government to selectively grow and govern human capital. This positions quality as a high-stakes reform discourse for early childhood stakeholders, entwined with the expanded reach and intensification of selective, performance-related standards and incentives. 相似文献
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Demet Gören Niron 《Early Years: An International Journal of Research and Development》2013,33(4):367-379
Despite a wealth of evidence showing the benefits of early childhood education and care (ECEC), in Turkey participation remains low and inequitably distributed, even though access to services is soaring. Drawing from previous findings, this paper will focus on different stakeholders’ views on a more integrated system of ECEC governance in Turkey. The research shows that Turkey, a country at the crossroads of forming the foundations of early childhood services, should consider the adverse effects of the current split system and focus on the integration of services to foster holistic development with the aim of offering quality and equity for all children. 相似文献
14.
Eeva‐Leena Onnismaa Marjatta Kalliala 《Early Years: An International Journal of Research and Development》2010,30(3):267-277
This article examines the complex development and contradictory current state of affairs of early childhood education and care (ECEC) in Finland. Rather than presenting a harmonious picture of the Finnish ECEC system, the authors have chosen to look at the problematic way in which national policies concerning ECEC have been interpreted and implemented. The road from legislation and national regulations (e.g. the National Curriculum Guidelines) on ECEC in Finland to implementation has been a convoluted one and the implementations may vary remarkably according to how the documents have been interpreted. Several results of this can be seen as less than favourable. For example, due to attempts to enlarge the scope of Finnish ECEC, its primary task – promoting the well‐being, development and learning of the child – has gradually been obscured. In addition, a number of ‘external’ factors such as rivalry between professional groups have influenced the shaping of the ECEC field more than one would like to admit. A more analytical approach to ECEC is called for in order to avoid new misinterpretations of the national policies and consequent adverse policy effects. 相似文献
15.
Verity Campbell-Barr 《International Journal of Early Years Education》2018,26(1):75-89
It is widely accepted that the early childhood education and care (ECEC) workforce is central to the quality of services. Modernist constructs of quality signal the importance of qualifications for quality, but the preoccupation with qualification levels silences questions about the knowledge required of ECEC professionals. Postmodern perspectives have opened up debates on understandings of professionalism and given voice to those who work in ECEC. However, sociological perspectives of knowledge challenge postmodernism as either creating a dichotomy between modernist technocratic models of professionalism and the ethical models implicated in postmodernism or at worst presenting knowledge as non-existent. Adopting a sociological perspective of knowledge moves away from the dichotomy, enabling a critical consideration of what is the knowledge-base for ECEC, how it is formed, legitimised and applied. Drawing on Bernstein contributes to the debates on professionalism through providing a model for the ECEC knowledge-base that identifies multiple forms of knowledge, representing both theoretical and experiential knowledge. Theoretical knowledge has strong boundaries that provides legitimacy. However, whilst the social origins of experiential knowledge offers legitimacy, it requires greater articulation and scrutiny. 相似文献
16.
Sandra Grant Barbara Comber Susan Danby Maryanne Theobald Karen Thorpe 《Cambridge Journal of Education》2018,48(4):515-532
The increased regulation of teachers’ work is a global phenomenon across education sectors. In Australia the governance of Early Childhood Education and Care (ECEC) embeds international priorities for quality improvement in educational programmes. The implementation of a National Quality Framework (NQF) for the assessment of ECEC services has mobilised the production of a suite of regulatory texts. The regulation of teachers’ work is legitimised through the discourse of quality embedded in policy guidelines. Drawing on interview data from preschool teachers, this paper employs institutional ethnography (IE) to investigate teachers’ accounts of producing a Quality Improvement Plan. As teachers operationalise the expectations of quality assurance in the NQF, their work is oriented to gathering evidence of an approved quality of practice. The findings indicate a shift in professional focus to increased documentation of ‘quality of practice’, goal setting and evidence of the collaborative construction of Quality Improvement Plans. 相似文献
17.
This paper explores the impact of gender on the employment of men in early childhood education and care (ECEC) centres through the voices of male and female early childhood teachers (ECTs) working in China. Gender imbalance in the ECEC workforce is a global phenomenon, and there has been little research about it in countries such as China. This study was based on online interviews with 16 ECTs from three major cities in China. Findings indicated that ECTs’ perceptions conformed largely with traditional gender stereotypes in Chinese culture. Western expectations that men’s participation in ECEC could challenge traditional gender stereotypes and promote gender diversity were not reflected in either Chinese academic literature reviewed or the participants’ views captured in this research. The appreciation of masculinity in Chinese culture and implied disadvantages are considered within a global context of empowering women and girls. 相似文献
18.
Peggy Apple 《Journal of Early Childhood Teacher Education》2013,34(4):257-267
Abstract The Early Childhood Education and Care (ECEC) professional development movement, community college students’ emerging intentionality, and the role of two‐ and four‐year higher education faculty intersect in a proactive model proposed by the author that advocates ECEC community college programs separate from the vocational tradition and establishes ECEC transfer degrees to four‐year programs. Degree structures must be built with flexibility, and encompass checkpoints and highly articulated options as student intentionality unfolds. The proactive model is constructed from Morgan's (1994) 21 st century model of professionalism and her conception of students’ emerging intentionality, combined with Brint and Karabel's (1989) models that attempt to explain why community colleges moved from conferring primarily transfer degrees to conferring primarily vocational degrees. 相似文献
19.
Kirsti Karila 《European Journal of Education》2012,47(4):584-595
The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The ‘Nordic model’ is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the ‘Nordic model’. It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model. 相似文献
20.
Zohra Nisar Hunzai 《International Journal of Early Years Education》2007,15(3):297-309
This paper outlines the programme of provision of early childhood education and care (ECEC) which is currently urgently needed to support the development of children from birth to eight years in Pakistan. It begins by emphasizing the global recognition of the importance of such provision, before describing the recent history of ECEC in Pakistan, and the current situation. A case study from the pre‐primary (katchi) class in a typical government school is used to illustrate the urgent need for initiatives and action to implement both Education for All (EFA) commitments and government policy for ECEC. Impediments to the implementation of the policy, including financial, structural, organizational and cultural barriers are identified, and recommendations are made for overcoming these obstacles. From a human capital perspective, it is argued that an ECEC programme will benefit the country and its economy, as well as the individual children who will be enabled to become active and effective contributors to society. 相似文献