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寄养儿童是指由于父母工作繁忙或违反国家计划生育政策超生而被安置在亲戚朋友家及社会托养机构中的儿童.寄养儿童现象存在的隐患和问题主要有:儿童易出现消极心理情绪、缺少沟通导致亲子关系淡漠、缺乏有效监督而导致儿童出现行为偏差等.文章对寄养现象中存在的问题进行了剖析并提出对策:加大婚育前教育宣传力度,遏止养而不教;尽可能选择合适的寄养家庭;父母应与孩子建立稳定的感情联系,增加沟通和交流;代养人应处理好与寄养儿童的关系,负起教育责任. 相似文献
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王冰 《湖州师范学院学报》2014,(9):101-104
随着城市80后独生子女为人父为人母,工作环境竞争的日益激烈,越来越多的年轻父母或因为工作压力大,或因为逃避养育责任等选择把孩子交给保姆或孩子的祖父母、外祖父母甚至其他亲戚代为抚养,这种代为抚养的儿童称为“城市寄养儿童”。和完整家庭的孩子相比,寄养儿童的家庭教育在一定程度上是不完整的,尤其在心理情感、教育内容和教育观念等方面存在严重问题,提前建立抚养人和寄养儿童的感情、强化抚养人的家庭功能以及强化学校对寄养儿童的教育与关怀是解决城市寄养儿童家庭教育问题的主要途径。 相似文献
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金英 《中小学心理健康教育》2009,(12)
超生寄养儿童是指违反国家计划生育政策出生的被安置在祖辈、亲戚、邻居等家里抚养的儿童,包括正在被寄养的和有寄养经历的儿童。早期的亲子分离给超生寄养儿童带来严重的心理伤害,不可避免地影响了他们的心理健康。本文就超生寄养儿童心理健康问题的现状及成因作简单的剖析,希望更多的人来关心超生寄养儿童的心理健康。 相似文献
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孤残儿童的社会交往能力、心理行为问题与寄养 总被引：4，自引：1，他引：4
本研究运用"孤残儿童教育基本情况表"和"CBCL儿童行为量表"对寄养孤残儿童的社会交往能力和心理行为问题进行了调查,结果表明孤残儿童的社会交往能力普遍落后于正常儿童,并存在各种心理行为问题.寄养可促使孤残儿童社会交往能力的显著发展,但单纯的寄养不能解决孤残儿童存在的心理行为问题. 相似文献
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家庭寄养养育模式管理控制机制建立的根本目的是保障失依儿童在寄养过程中的衣食住行、教育、医疗康复权等等的实现,使寄养儿童的利益得到切实落实。它的管理控制实施主体是儿童福利院,管理控制对象则是所有参与家庭寄养工作的人员。在家庭寄养中,寄养父母和儿童福利院之间的关系首先是一种委托和被委托关系。他们之间更多地是一种经济合同关系,管理方式也就只能更多地建立在一种经济关系和社区管理控制结合的制度化市场关系之上。这样才能最大限度地使失依儿童的利益最大化。 相似文献
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研究证明,儿童福利机构作为家庭的替代形式集中照料儿童时,在很大程度上不能满足儿童成长中的身心需求,家庭寄养模式则开辟了一条行之有效的重要途径。家庭寄养模式下的孤残儿童有着生理康复、心理发展和接受教育的需求,需要社会和家庭共同提供机会满足这些需求。 相似文献
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超生寄养儿童是指违反国家计划生育政策出生的曾经被安置在祖辈、亲戚等家里抚养的儿童。寄养儿童的特殊性在于寄养儿童有父母,但得不到父母的亲身照顾。早期的亲子分离使他们与父母之间没有形成正常的亲子依恋关系,非正常的依恋对寄养儿童身心发展产生消极的影响。早期的亲子分离也给超生寄养儿童带来严重的心理伤害。文章介绍了国内外学者对超生寄养儿童的研究概况,并提出展望。 相似文献
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通过对浙江省三门县留守儿童的调查发现，留守儿童的家庭教育类型大致分为“单亲教育”型、“隔代教育”型、“寄养教育”型。父母亲情的缺失和不当的家庭教育，给留守儿童的身心带来很多不利影响。因此，学校、政府、社会要发挥各自优势，为解决留守儿童家庭教育问题提供条件和措施。 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(4):421-425
Children in foster care represent one of the most vulnerable, academically at risk populations in the United States. Aside from lower standardized achievement test scores, higher grade retention numbers, and a greater dropout rate than non-foster youth, between 30% to 50% of children in foster care are placed in special education programs, generally related to either a learning disability or an emotional disturbance. This study investigated the effectiveness on school performance of an education liaison from the school system who worked with social workers to resolve educational barriers to learning and achieving. Advocacy by the education liaison led to positive results in terms of school performance of foster youth. Recommendations are made for better addressing the educational needs of children in foster care. 相似文献
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Students living in foster care are at risk for experiencing many challenges in school, spanning domains of social–emotional, behavioral, and academic functioning. They are twice as likely to be absent from school and to have received and out‐of‐school suspension and up to three and a half times more likely to receive special education services. Therefore, it is important for schools to recognize and respond to the unique needs of students in foster care to provide the necessary resources for school success. When working with students in foster care, school psychologists should be equipped to support the success of these students by determining what the needs of students in foster care are, and how to meet identified needs. The current paper will discuss the education‐related vulnerabilities and presenting problems for children in foster care and outline social–emotional, behavioral, and academic supports that school psychologists can offer. 相似文献
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Andrea Schneider 《Economics of Education Review》2010,29(4):597-605
Redistributive taxation and education subsidies are common policies intended to foster education attendance of poor children. However, this paper shows that in an intergenerational framework, these policies can raise social mobility only for some investment situations but not in general. I also study the impact of both policies on the aggregate skill ratio and inequality. While redistributive taxation can raise social mobility but at the same time never reduces inequality, education subsidies can, under some conditions, achieve both simultaneously. Unfortunately, these conditions necessarily require a population in which the skill ratio is already quite high. 相似文献
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儿童观的转变是教师教育的重要内容之一。现代儿童观的转变与杜威的研究有重要联系。杜威从美国社会的变革出发,从历史和现实的角度分析了儿童被动发展的原因,批评了旧教育对儿童发展的负面影响,提出了培养儿童主动性和创造性的思想,并对教师教育提出了新的要求。杜威的儿童观和教师教育的观点对于我们改革教师教育是有意义的。 相似文献
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余程程 《四川职业技术学院学报》2012,22(1):29-31,39
据统计,当前青少年刑事案件中,农村"留守儿童"犯罪案件占有较大比例。如何做好农村"留守儿童"教育工作,使其健康成长,需要社会、教育部门等认真思考、科学谋划。文章以两个典型犯罪案例引入,从家庭教育、学校教育和社会环境三方面深入剖析了农村"留守儿童"犯罪的成因,并提出了完善家庭的教育功能、加强和改进学校的教育职能、充分发挥社区教育的作用、政府要营造良好关爱环境等策略。 相似文献
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There are concerns about the quality of religious education teaching in England and a national framework for religious education has been developed to give the subject a firmer basis. This basis comprises knowledge, skills and understanding that involves thinking about and with reasons. Teachers of young children cannot be experts in all subjects. Novices and those with weak subject knowledge must often teach religious education. Such teachers tend to avoid reason‐based understanding as they are unsure of it themselves. Textbooks on religious education are common in the primary classroom. The question is: could they help novices and non‐specialist teachers in religious education foster this kind of understanding in their teaching? If so, here is a potentially simple and inexpensive contribution to the solution of a widespread problem. This study examined children's textbooks in religious education and found that the answer is not simple. Some books give themselves entirely to the transmission of facts. Others may foster various kinds of understanding but these understandings may not be of the desired kind. Some implications for the development of religious education teaching skills are discussed. 相似文献
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游戏是幼儿最喜爱的活动。游戏与艺术有着天然的联系,两者相互包含对方的因素。游戏与艺术的天然联系使得通过游戏化的艺术教育活动来促进幼儿艺术能力发展成为幼儿艺术教育的应然追求。游戏化的幼儿艺术教育活动是指教师通过设置或营造特定的氛围与情境。使幼儿能自愿依照一定的规则,在轻松愉快的游戏氛围中体验与表现艺术,从而形成一定艺术能力的艺术教育活动。依据幼儿的审美心理发展特点,在幼儿园艺术教育活动中,教师可以运用联觉、体验、情境和形式转换等游戏化的艺术教育活动策略。 相似文献
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审美人格在创造性人格中占据了极其重要的地位,审美能力的发展及培养直接影响幼儿人格的早期发展,对其创造性具有不可忽视的影响。因此,对幼儿审美能力的探究将会促进个体创造力的全面发展。本研究采用问卷法和现场实验法探讨了3~5岁幼儿审美能力的发展特点、关键期和性别差异及培养方法。研究结果表明:(1)3~5岁幼儿审美能力发展随年龄发展而发展,4岁为审美能力发展的敏感期;(2)运用奥尔夫音乐教学法对幼儿审美能力发展具有促进作用。 相似文献
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近些年来,农村留守儿童已经成为中国一类不可忽视的弱势群体,农村留守儿童的健康发展受到了全社会的广泛关注。然而,由于缺乏相应的理论基础,农村留守儿童的心理发展与教育研究相对比较薄弱,甚至得出了一些比较有争议的研究结论。从本质上看,农村留守儿童的发展问题实际上是环境与个体发展之间的关系问题。基于对环境与个体关系的宏理论和相关微理论的分析,文章提出了农村留守儿童心理发展的生态模型,从远环境和近环境以及保护因素和危险因素等与儿童发展结果之间的相互作用关系进行了探讨。最后,基于该模型,提出了针对农村留守儿童的教育建议。 相似文献
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John T. Padeck 《Child abuse & neglect》1983,7(1):75-78
Foster care is seen as a temporary service. However, for many children, foster care involves years of long term care. Most professionals feel that if a child must remain in care, the number of foster homes or re-placements the child experiences should be minimized. Evidence suggests that this lack of stability has a detrimental effect on the child's psychosocial development. Even though the research evidence supports the negative impact of re-placement on the foster child, little empirical research has dealt with identification of factors associated with children likely to be re-placed. This article focuses on foster children with behavioral and emotional problems and analyzes the association of these problems with placement stability and continuity. The findings report that children with behavioral and emotional problems are replaced in foster care more often than those children without similar problems. 相似文献