当前欧美国家有关入学准备研究的最新进展

发布时间：2018-06-25 00:00

本文选题：入学准备 + 入学准备研究　；参考：《学前教育研究》2014年09期

【摘要】：儿童入学准备一直是欧美国家学前教育研究者关注的热点话题,其研究普遍涉及到早期教育保育经历、家庭结构与家长养育方式、家庭环境、与学习相关的能力、社会性行为、基于数学和语言方面的任务、社会经济地位等影响因素,其中对语言领域的相关研究大大多于数学领域。儿童入学准备情况同时受到文化因素的影响,父母来自不同地区的移民儿童入学准备差异显著。家长对儿童入学准备越来越重视,但付出的努力没有随之增加。住房稳定、让儿童经常参加家庭日常活动有助于提升儿童入学准备水平。高质量幼儿教育保育项目与儿童的入学准备在很多研究中都被证实存在积极相关,但其作用效果究竟有多大,不同的研究显示出从极小到中等程度不同的结论,最近的研究显示还可能与使用的评价工具有关。开端计划项目和某些短期针对性干预项目都被证明能够显著改善处境不利儿童的入学准备水平。此外,学前教育专业的学习和持续不断的职后指导相结合,被证明是通过教师因素帮助儿童提高入学准备水平的有效方式。
[Abstract]:The preparation of children for school is a hot topic for preschool education researchers in Europe and the United States, whose research generally involves early education and care experience, family structure and parental rearing style, family environment, learning related ability, social behavior, etc. Based on mathematical and linguistic tasks, social and economic status and other factors, there are more researches on the field of language than on mathematics. The school readiness of children was influenced by cultural factors, and there were significant differences among immigrant children from different regions. Parents are paying more and more attention to their children's school readiness, but efforts have not increased. Stable housing and regular participation of children in daily family activities help to improve children's readiness to attend school. High quality early childhood care programs and children's readiness to attend school have been positively correlated in many studies, but how effective they have been, with different studies showing conclusions ranging from minimal to moderate. Recent studies have shown that they may also be associated with the use of evaluation tools. Start-up programs and some short-term targeted interventions have been shown to significantly improve the readiness of disadvantaged children to attend school. In addition, the combination of pre-school education and continuous post-vocational guidance has proved to be an effective way to help children improve their readiness to enter school through teacher factors.
【作者单位】：山东英才学院学前教育研究院;
【基金】：全国教育科学“十二五”规划2012年度教育部青年专项课题“处境不利儿童发展现状与补偿教育机制研究”(批准号:EHA120366)的阶段性研究成果
【分类号】：G619.1

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