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1.
Bjørg Mari Hannås 《欧洲特需教育杂志》2016,31(4):520-534
The purpose of this study is to investigate possible practical consequences of the ideological principle of inclusion. In this article, we investigate, compare and discuss how employees of Norwegian and Belarusian preschools perceive their own, and their preschools’, special needs education practices related to children with language difficulties. This study has a qualitative case design. The investigation contains 10 semistructured interviews of five employees from five preschools in each country. The analysis of the empirical material shows that the interviews primarily revolve around two topics: competence and sense of mastery and self-understanding. Among the staff of the Norwegian preschools, perceptions of a relatively low average competence, unsatisfactory guidance from external professionals and a low sense of mastery are prevalent. The informants from Belarusian preschools perceive a high and more specialised competence, available special needs education competence and a high degree of sense of mastery. Despite different situations and contexts, this study suggests that the preschool sector in both countries face the same challenge; how preschools can implement a form of inclusive educational practice, without at the same time relinquishing valuable special needs education competence. 相似文献
2.
Kaili C. Zhang 《International Journal of Inclusive Education》2013,17(6):683-697
To examine and identify the current inclusive practices in early childhood educational settings in Hong Kong, this qualitative study looks at the support and educational services available for young children with special needs in Hong Kong mainstream preschools as well as the characteristics of early childhood educational settings that support inclusion. Inclusive practices of each of the three preschools involved in the study are presented. Challenges to enhance the quality of inclusion in early childhood educational settings and future possibilities in the field in Hong Kong are also discussed. 相似文献
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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
4.
Group size and organisational conditions for children’s learning in preschool: a teacher perspective
Sonja Sheridan Pia Williams Ingrid Pramling Samuelsson 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):379-397
Background:?There is a limited amount of research about group size in preschool, and how it impacts on teachers’ working conditions and their ability to support children’s learning and knowledge development in line with curriculum intentions.Purpose:?From a perspective on quality, this article examines the organisational conditions for children’s learning in preschool in relation to group size. The questions at issue are: how do teachers explain how they organise the child group and the learning environment in preschool, and why?Sample:?The sample consists of 12 preschools from different parts of Sweden. The preschools selected for the study are stratified in order to represent small and large group sizes in Swedish preschools as defined by the Swedish National Agency for Education. The sample contains both urban and rural regions and represents districts that differ geographically, demographically, ethnically, and which include varied socioeconomic structures. The 12 preschools had children in three age groupings: 1–3, 3–5 or 1–5. The number of children in the participating preschools ranged from 12 children to 45 children, with seven of the preschools having more than 30 children in their groups.Design and method:?The article is based on interactionist perspectives, Bronfenbrenner’s ecological systems theory, a critical ecology of the early childhood profession, theories of children’s learning, and four dimensions of pedagogical quality. Together, these theoretical perspectives contribute to an understanding of the relationships between policy issues, educational goals, group size and teachers’ competence in organising and creating conditions for children’s learning. Semi-structured interviews were conducted with two teachers from each of the 12 preschools. The interviews lasted between 40–60 minutes and were recorded and transcribed verbatim. The analytical process was conducted in three steps and can be described as an analytical process of abduction. The four dimensions of pedagogical quality were used as analytical lenses to discern and understand critical aspects related to the teachers’ understanding of group size.Result: Irrespective of group size, most of the children participate in different group constellations throughout the day, some organised by the teachers and some by the children themselves. Teachers’ competence to organise the children in such ways that good conditions for learning were created, differed between preschools, and depended on the teachers’ approach, which can be described as either intentional or unintentional learning.Conclusion: Teachers’ organisational approaches influence the quality of the preschool and conditions for children’s learning in distinct ways. 相似文献
5.
Eva Reimers 《British Journal of Religious Education》2020,42(3):275-284
ABSTRACT Swedish preschools are supposed to be non-confessional. At the same time, they are supposed to pass on a cultural heritage of a nation where the Lutheran Church has permeated society for centuries. Based on a study of traditions and religion in Swedish preschools, this article describes and discusses how preschools work with religion as an aspect of cultural heritage and as regularly occurring activities and themes during the preschool year. The empirical data consist of a survey about traditions in preschools, video ethnography in two preschools, and group interviews with preschool staff. The article centres around the question of how a cultural heritage is passed on without simultaneously passing on religion. Although the data show that all preschools have special activities in relation to Christmas and Easter, it also demonstrate a reluctance to speak to the children about what the teachers understand as religion. Drawing on the notion of secularism and Smart’s dimensions of religion, the article shows, on the one hand, the difficulty of emptying religious practices of religion, and on the other hand, the difficulty of reducing religion to only one dimension. As a social phenomenon, religion is complex, contingent, and multidimensional. 相似文献
6.
Educational leaders have a comprehensive responsibility for how preschools and schools work with children in need of special educational support. The aim of this research is to study how educational leaders (a) explain why children have problems in schools, (b) consider how preschools/schools should help children in need of special support and (c) the role they believe that Special Educational Needs Coordinators (SENCOs) should have in such work. Educational leaders (N = 45) working in preschools and regular compulsory schools in a Swedish municipality responded (100%) to a questionnaire. According to the results of this study, this group seems to view difficulties in schools as being caused primarily by individual shortcomings. Educational leaders often advocate solutions that are closely linked to the work of special educators. The educational leaders believe SENCOs should work with supervising staff and focus on documentation and evaluations. Preschool leaders attribute children's need of special support to teachers more often than their colleagues in compulsory schools. 相似文献
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瑞典全民浓厚的环境意识得益于其从幼儿园开始的环境教育。瑞典学前教育课程目标中彰显环境价值理念,幼儿园环境设置体现"隐性课程"的作用,幼儿日常活动中渗透环境意识培养和行为训练,以幼儿喜欢的活动为主要教育方式,丰富的环境教育资源的提供和利用体现了社会的支持和教师的素质,这些都值得我们思考与借鉴。 相似文献
9.
中高强度的体力活动与幼儿身体素质相关显著,幼儿园应保障幼儿每天有足够的中高强度体力活动。本研究运用幼儿身体活动观察记录系统,在广东省54所幼儿园开展幼儿体力活动水平调查。结果发现,幼儿的体力活动水平整体较低,久坐行为频率高,中高强度活动频率低。不同活动类型和不同等级幼儿园在体力活动水平上差异显著,具体表现为:在平均体力活动水平方面,自由游戏与早操显著高于体育游戏,省一级、办园级显著高于市一级;在久坐行为频率方面,自由游戏显著低于早操和体育游戏,省一级显著低于市一级;在中高强度活动频率上,自由游戏显著高于体育游戏和早操,省一级显著高于市一级。幼师比偏高,生均活动面积和生均器材数量偏少,教师对户外活动中的运动安全和常规格外关注,专注于游戏情境创设,对运动量和强度关注太少,编制的早操活动结构不合理、基本体操不科学,是幼儿体力活动水平整体不高、幼儿在教师组织实施的体育游戏与早操中的体力活动水平反不如户外自由游戏的重要原因。为提高幼儿在园体力活动水平,幼儿园应合理分配户外活动类型比例,增加户外自由游戏时间;相关部门应提升教师体育素养,加强对幼儿园户外活动的专业评价与监督。 相似文献
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Keri Wilton Prudence Densem 《International Journal of Disability, Development & Education》1977,24(3):165-172
The social participation during free play activities of intellectually handicapped children in regular preschools was compared with that of their non‐handicapped age‐mates in the same preschools, and with that of intellectually handicapped children in a special preschool. While both groups of intellectually handicapped children showed, significantly lower levels of social participation than the non‐handicapped children, the intellectually handicapped children attending the special preschool were significantly lower in terms of social participation than those attending the regular preschools. The results were discussed in terms of the probable advantages of regular preschools as social learning environments for intellectually handicapped children. 相似文献
12.
Jan Håkansson 《School Leadership & Management》2016,36(3):292-310
Preschool managers’ responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers’ leadership and management of the systematic quality work in Swedish preschools with reference to three specific domains: (i) governance, leadership/management and organisation, (ii) content and methods and (iii) development work and collegiate learning. Using qualitative methods, 18 preschool managers’ perspectives of leading systematic quality work have been analysed in relation to previous research. The results show a tension between linear and interactive forms of governance in the systematic quality work, but also that knowledge gaps among the staff can lead to uncertainties that the preschool manager has to address. At the same time, the results show the diversity of and variation in how children’s development and increased proficiency are documented, while the documentation of the quality of the work focuses on learning environments rather than on teaching and teacher competence. In the study, there are traces of what can be characterised as leadership for learning. This needs to be investigated more closely using other methods in future research. 相似文献
13.
彭韵潼 《成都教育学院学报》2014,(7):117-119
随着学前全纳教育的开展,很多幼儿教师在面对班级中有特殊需要的幼儿时感觉专业技能缺乏。在创设环境时,教师要时刻考虑特殊幼儿需求,使环境具有安全性、参与性、创造性和接纳性;在设计活动时,教师在活动计划、材料选择、任务分析及分组等方面都要考虑特殊幼儿;在开展活动时,教师在站位、讲解与示范、提问、倾听、引导和反馈、鼓励与赞扬等方面也要考虑特殊幼儿。在全纳班级中教师需合理运用专业技能,适当调整教育活动组织的策略,从而满足特殊幼儿的需要,让每个幼儿都能从教育活动中受益。 相似文献
14.
Laura Repo Nina Sajaniemi 《Early Years: An International Journal of Research and Development》2015,35(1):5-21
Despite the growing body of evidence that the origins of bullying lie in early childhood, very little is known about the nature of the phenomenon in preschool groups. The current understanding among studies conducted in the school environment is that bullying prevention can only be effective if training with individual children takes place parallel to broader interventions in the classroom. The aim of this study was to examine how bullying prevention should be focused among under school-aged children. Since we know that children with special educational needs (SEN) have been found to be extremely vulnerable to bullying and victimization, we examined the role of three- to six-year olds with SEN in bullying situations. In addition, we examined whether the peripheral roles of other children in bullying situations can already be observed in preschool groups. The data were collected from a survey of day care staff in the city of Vantaa (n = 771). According to staff reports, 18% of bullying took place in situations in which children with SEN were present. Bullies with SEN used more physical forms of bullying and bullies without SEN used more psychological forms of bullying. The findings also showed that the multiple, peripheral roles of the bystanders in bullying situations are already occurring in preschool groups, especially among boys. It is important to target intervention programs in preschools both on individual children and at group level. 相似文献
15.
Maribel Cruz-Ortiz Cristina Jenaro-Río Dora-Esperanza Sevilla-Santo Silvia Cruz-Ortiz 《Cultura y Educación》2016,28(1):72-98
Studies show that disability is a cause of educational exclusion worldwide. Different countries adopt different views of the inclusion movement. Different variables seem to be associated with the success or failure of inclusion. This study takes place in a primary school located in Mexico. It aims to identify how inclusion is experienced by children with and without special needs, and the connections between inclusion and quality of life. Measures utilized were the questionnaire My Primary School from the Index for Inclusion and the Questionnaires on Assessment of Quality of Life for Children, self-report, and parents’ report. Participants are 69 regular students and 15 students with special education needs. Self-reports from regular children and proxy reports from the mothers of the special education needs students were analysed. Results indicated that there is an association between perceived inclusion and experiencing quality of life; having special needs does not impact on scores on QoL or inclusion; educational level does not impact on perceived QoL or inclusion for special education students. These results are discussed in light of a culture that appreciates diversity. 相似文献
16.
Leif Marklund Elza Dunkels 《Early Years: An International Journal of Research and Development》2016,36(3):289-304
AbstractThis paper presents different angles on the subject of digital play as a means to develop children’s literacy and power, using an online ethnographical study of Swedish preschool teachers’ discussions in informal online forums. Question posts (n = 239) were analysed using the Technological Pedagogical Knowledge framework and the Caring, Nurturing and Teaching framework, with the aim of understanding how teachers intended to support children’s literacy development with tablets. Literacy development can be understood as a social practice that needs to develop along with changes in society’s demands on citizens. The results presented indicate that school subject oriented skills are predominantly present in the mind-set of these preschool teachers. When digital play is increasingly used for pedagogical purposes in preschools, that also means that preschools have expanded their opportunities to work with children’s literacy development. For preschool teachers, it is important to discuss how literacy development can be supported in a contemporary media landscape. 相似文献
17.
In Transition: Experiences of Parents of Children with Special Needs at School Entry 总被引：1，自引：0，他引：1
Magdalena Janus Lauren Kopechanski Ruth Cameron Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485
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
18.
北京市特殊儿童学前家庭教育状况调查报告 总被引：1，自引：3，他引：1
特殊儿童的学前教育对于个人成长和社会发展都具有十分重要的意义。但事实上 ,只有极少数的特殊儿童学前有机会在特殊教育机构中受到教育 ,绝大多数的学前特殊儿童只能呆在家中。本研究对北京市 6 8名特殊儿童的学前家庭教育状况进行调查 ,并对其中 2 2名儿童的家长做了深入的访谈。研究发现特殊儿童学前家庭教育的一些基本特点 :特殊儿童的问题发现较晚 ;特殊儿童接受学前专业机构教育人数少 ;获得社会的支持较少 ;特殊儿童家长对早期教育的重要性认识不够 ;缺乏专业人士的指导。最后 ,我们从家庭和社会两方面作了分析 ,并提出了相应的建议 相似文献
19.
实施学前全纳教育是实现学前特殊儿童受教育权利的有力保障。学前全纳教育对幼儿教师提出了新的挑战,为了应对这个挑战,需要培养全纳型幼儿教师。结合我国幼儿教师教育现状,对全纳型幼儿教师的培养提出以下建议:改革职前教育体制,培养合格的全纳型幼儿教师;加强在职培训,促进全纳型幼儿教师的专业发展。 相似文献
20.
Preschool work against bullying and degrading treatment: experiences from an action learning project
Åsa Söderström Annica Löfdahl Hultman 《Early Years: An International Journal of Research and Development》2017,37(3):300-312
This article deals with experiences from an action learning project against bullying and degrading treatment among nine Swedish preschools. Even though definitions of bullying and degrading treatment tend to lead to thoughts of school-age children rather than preschoolers, previous research shows that bullying occurs in preschool as well. Our data consist of documentation of improvement work carried out in the preschools that were analysed from both a peer culture perspective and a school improvement perspective. Our main results show that the preschools, by identifying challenges and actions anchored in the local context, ‘hit the target’ in their work against bullying and degrading treatment in the preschools. However, the children and their perspectives were rarely taken into account in the improvement work, which we consider as ‘missing the point’. Didactic implications for further preschool action learning projects are discussed. 相似文献