学前教育英语论文： 硕士毕业论文开题报告
发布时间：2016-04-28 16:21
Introduction介绍
"Edupaly" is a concept created by Dr. Li Hui who comes from University of Hong Kong, this word combines the education and play, according to early childhood education, shows the importance of combining the game and education, it is concerned with "what is the status of play in national early childhood curriculum guidelines and to what extent are these followed in early childhood" (Li H., 2008). The game occupy a certain position in the preschool education, to fully understand the children's interest in the game, looking for the right game for their education, give full play to their initiative, let the game interspersed in the teaching activities, it can achieve a multiplier effect, because the game has a very important role in preschool education. "Parents in Hong Kong believe that play is harmful to children's studies and socio‐emotional development. However, the term 'eduplay'was first introduced by Rao and Li, a form of play‐based education with 'Chinese characteristics'" (Leung C., 2011).
斯普林格（2010）认为，由于儿童的生理和心理发展的要求一致的，本场比赛可以带来快乐的天性他们，所以它在学前教育非常重要的作用。在游戏中，孩子们可以自己的主观能动性力量充分发挥，利用他们所有的技能将得到实践和发展自己的机会。在游戏的过程中，，孩子们还可以检测环境的变化及时，学习一些基本知识。在所有的比赛中，只有在童年玩可以记住一辈子，这是一个人的生命的一部分，最深刻的记忆。这场比赛是所有孩子的最好的朋友，也是最有意义的活动，幼儿教师可以在游戏的过程中教育孩子。Springer (2010) thinks that as a consistent with the requirements of physical and mental development of children, the game can bring happy nature for them, so it has a very important role in preschool education. In the game, children can give full play to their subjective initiative force, use all their skills will get to practice and develop their own opportunities. In the course of the game, the children also can detect the changes in the environment timely, learn some basic knowledge. In all of the games, only playing in the childhood can be remembered for a lifetime, this is the most profound memory of the part in one's life. The game is the best friend of all the children, but also the most meaningful activities, the kindergarten teachers can educate children in the course of the game.
Purpose of This Project
How to use games to improve the quality of preschool education?How to evaluate the game in the role of teaching?
How to provide sufficient play materials to children?
How organized and planned to carry out the activity of the game?
Literature Review
Research Questions
The Methods
Data Analysis Plans
The Case of Questionnaire
Limitation
Literature Review List文献综述
Barnett W S, Frede E. The Promise of Preschool: Why We Need Early Education for All[J]. American Educator, 2010, 34(1): 21.
Barnett W S. Universal and targeted approaches to preschool education in the United States[J]. International Journal of Child Care and Education Policy, 2010, 4(1): 1-12.
Brooks-Gunn J, Burchinal M R, Espinosa L M, et al. Investing in our future: The evidence base on preschool education[M]. Society for Research in Child Development and Foundation for Child Development, 2013.
Burns M S, Johnson R T, Assaf M M. Preschool Education in Today's World: Teaching Children with Diverse Backgrounds and Abilities[M]. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285, 2012.
Frankel E B, Gold S, Ajodhia-Andrews A. International Preschool Inclusion: Bridging the Gap between Vision and Practices[J]. Young Exceptional Children, 2010, 13(5): 2-16.
Goodwin M G. Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district[D]. CAPELLA UNIVERSITY, 2014.
Leong D J, Bodrova E. Assessing and Scaffolding: Make-Believe Play[J]. Young children, 2012, 67(1): 28-34.
Melhuish E C. Preschool matters[J]. Science, 2011, 333(6040): 299-300.
Nicolopoulou A. The alarming disappearance of play from early childhood education[J]. Human Development, 2010, 53(1): 1-4.
Reynolds A J, Temple J A, Ou S R. Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills[J]. Children and Youth Services Review, 2010, 32(8): 1054-1063.
Stephen C. Looking for theory in preschool education[J]. Studies in Philosophy and Education, 2012, 31(3): 227-238.
Stoll J, Hamilton A, Oxley E, et al. Young Thinkers in Motion: Problem Solving and Physics in Preschool[J]. Young Children, 2012, 67(2): 20-26.
Yanhong J I. On Preschool Teacher Training from the Perspective of Inclusive Education [J][J]. Chinese Journal of Special Education, 2012, 2: 006.
Yi LIN X. An Interview Study of Chinese Parents’ Beliefs about Play and Learning in Younger Children[J]. Contents, 2013.
Yoshikawa H, Weiland C, Brooks-Gunn J, et al. Investing in our future: The evidence base on preschool education. Society for Research in Child Development and Foundation for Child Development[J]. 2013.
Reference文献
"Eduplay": Beliefs and Practices Related to Play and Learning in Chinese Kindergartens Pramling Samuelsson I, Fleer M. Play and learning in early childhood settings[M]. Springer, 2010.
Li H., Rao N: "Eduplay": Beliefs and Practices Related to Play and Learning in Chinese Kindergartens[M]//Play and learning in early childhood settings. Springer Netherlands, 2008: 97-116.
Leung C. An experimental study of eduplay and social competence among preschool students in Hong Kong[J]. Early Child Development and Care, 2011, 181(4): 535-548.
Leung C. Enhancing Social Competence and the Child–Teacher Relationship using a Child-Centred Play Training Model in Hong Kong Preschools[J]. International Journal of Early Childhood, 2014: 1-18.
Pu J. Information System Management on Concept-Reasoning of Preschool Education Field: Independent Learning[C]//3rd International Conference on Science and Social Research (ICSSR 2014). Atlantis Press, 2014.
Wibowo M E, Japar M. " Eduplay-Counseling:" upaya mengatasi masalah tingkah laku anak pada praktik pendidikan anak usia dini[J]. 2013.
Wood E. The Play–pedagogy Interface in Contemporary Debates[J]. SAGE Handbook of Play and Learning in Early Childhood, 2014: 145.
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