幼儿时期是培养个体良好行为习惯的重要关键期.以814名幼儿及其家长为研究对象,探讨家庭社会经济地位与幼儿良好行为习惯的关系,以及父母教养方式和幼儿心理素质的中介作用.结果表明:(1)家庭社会经济地位与幼儿良好行为习惯显著正相关;(2)父母教养方式与幼儿心理素质在家庭社会经济地位和良好行为习惯间起连续中介作用,且权威型教养方式与心理素质的链式中介作用显著高于专制型教养方式与心理素质的链式中介作用.因此,要促进幼儿养成良好行为习惯,应注重父母教养方式的选择与幼儿心理素质的培养.

幼儿教师数学核心经验主要是指教师在教学实践中形成的数学领域至关重要的概念、能力或技能,对于幼儿的数学学习和教师的数学教学具有至关重要的作用.幼儿教师作为基本的学习者,其专业发展过程符合学习进阶的各项准则,不同职业发展阶段的幼儿教师有着各自不同的进阶轨迹.学习进阶强调学习是一种不断积累和发展的过程,并倡导为不同阶段的学习者设计不同的进阶框架,这为有效推动幼儿教师数学核心经验的发展提供了充分的理论参考.本研究在厘清幼儿教师数学核心经验内涵与结构的基础上,依据学习进阶的主要观点,建构幼儿教师数学核心经验的经验模型,并提出相应的教师培养策略,主要包括加强数学核心经验的学习共同体建设、制订数学核心经验的阶梯式成长方案和完善数学核心经验的质量监测指标.

This study examined the mediation of parenting style and psychological suzhi on the relationship between family socioeconomic status (SES) and problem behaviours in a sample of 814 Chinese children (aged 3-6, mean age 4.725 +/- 1.013). Parents reported on their SES and parenting styles as well as children's psychological suzhi and problem behaviours. Structural equation modelling revealed that the association between SES and children's problem behaviours was partially mediated by parenting styles and psychological suzhi. Moreover, the chain-mediated effect of authoritative parenting and suzhi was significant, while authoritarian parenting was not. Strategies that help parents provide authoritative parenting practice and those that help children develop psychological suzhi may help reduce children's problem behaviours.

幼儿园教师专业品性是基于对幼儿园教师的评价由外在标准转向内在修为而提出的.它是教师在教育实践情境中通过语言与非语言形式所展现出的,符合幼儿发展规律的惯常化行为倾向或品质.本研究遵照质性研究方法,在深度访谈基础上建构了包含专业价值观、专业承诺、专业伦理3个核心要素集以及自我认知、儿童认知、专业认知、理想承诺、情感承诺、关系承诺、信念伦理及责任伦理8个子要素集的幼儿园教师专业品性结构模型.幼儿园教师专业品性结构模型的建构,以期为后续幼儿园教师专业品性测评量表的开发及实证研究奠定一定的理论基础.

The meta-analysis presented in this paper was conducted with the aim of clarifying the differences in the research on the relationship between father involvement and problem behaviour among preschool children, and also to analyze the reasons behind these research differences. By applying a literature retrieval and screening strategy, 41 studies were sourced, with a total of 269 independent samples and 22635 participants. The meta-analysis found a low negative correlation between positive father involvement and the externalizing problem behaviour of preschool children, and the same correlation between such involvement and internalizing problem behaviour. Negative father involvement was found to be moderately positively correlated with the latter behaviour. The moderating effects of each variable emerged as different, complex, and interactive. The implications of these findings are that families, kindergartens, communities and the government should work together to guarantee father involvement and improve the quality of the latter.

教师家长关系质量是教师与家长基于交往经历对当前双方关系水平是否符合自身价值需求的综合感知与评定,对儿童发展有深刻影响.本研究以22名幼儿家长、教师与管理者为深度访谈对象,依据扎根理论对访谈资料进行编码,结果发现信任(T)、承诺(C)与满意度(S)是幼儿园教师家长关系质量的关键维度.信任维度包括认知信任、情感信任与认同信任.承诺维度包括工具性承诺、情感性承诺与价值性承诺.满意度维度包括过程满意与结果满意.此关系质量模型符合当前突出人本取向的质量观,儿童、教师与家长的共同发展是教师家长关系应追求的主要价值."好的教师家长关系"应该是教师与家长彼此信任、相互做出承诺并都具有较高的满意度的关系.遵循此TCS模型,教师应不断提升关系增值能力,促使教师家长关系由形式关系转向质量关系,由单边关系转向双边关系,最终形成家园共育实践共同体.

产出导向是师范类专业认证的理念之一,毕业要求是产出导向的集中体现.针对毕业要求分解和评价的难题,回顾和梳理产出导向的认证理念,总结学前教育专业毕业要求的管理机制与评价要点,构建多方参与、多维内容、多元方法的毕业要求评价体系.在学前教育专业认证自评自建的过程中,开展基于毕业要求产出的直接评价与间接评价,应用课程成绩分析、档案袋评价、问卷调查等评价方式,形成持续改进、追求卓越的质量文化.

Psychological maltreatment is quite common and related to a wide range of social, emotional, and behavioral problems and positively predicates children's loneliness, so it is necessary to explore the factors affecting children's loneliness and the mechanisms underlying this relationship. Therefore, the purpose of present study is to examine the mediation of perceived social support and self-esteem on the relationship between psychological maltreatment and loneliness. A total of 1302 Chinese children (aged 9-13, mean age 11.31 +/- 0.97) were involved in this study. Participants completed the self-report measures in 30 min. Results showed that psychological maltreatment could increase the risk for children's loneliness, and structural equation modelling revealed that the association between psychological maltreatment and loneliness was partially mediated by two indirect paths, the one was from psychological maltreatment to loneliness through perceived social support, and the other one was from psychological maltreatment through perceived social support and self-esteem to loneliness. The findings of this study support the importance of perceived social support and self-esteem on children's loneliness, help to explain the association between psychological maltreatment and loneliness, and provide new perspectives regarding the prevention of loneliness.

消除早期儿童贫困是打破贫困代际传递陷阱的关键环节,突破单维贫困测度的儿童主体缺失局限,更能反映早期儿童本真需求及真实的生活质量.利用AF多维贫困测度方法,选取重庆市武陵山区早期儿童家长的调查数据,探寻我国贫困农村地区早期儿童多维贫困的程度、特征及致贫机理.研究结果表明,早期儿童贫困问题已从单维跨越至多维,多维贫困儿童的贫困强度更高;少数民族早期儿童的多维贫困问题比汉族儿童更加严重;父母受教育程度越低,早期儿童的多维贫困状况越严重;受保护危机、教育和参与不足是早期儿童多维贫困的主要致因.据此,建议地方政府建立基于儿童本位的早期贫困儿童精准筛查与帮扶机制,开展以问题为导向的家庭教育指导服务,完善贫困农村社区文化服务基础设施建设.

"互联网+家园共育"是深化家园共育改革,提升保教质量的时代要求。"互联网+家园共育"既不是单纯的技术应用,也不同于传统的育人活动,而是通过"互联网+"与家园共育的深度融合,促使家长与教师的对话媒介进一步延伸与融合,实现资源共创共享,最终实现家长与教师更高层次的"人际对话"与共生共长。当前,"互联网+家园共育"主要存在工具理性与价值理性、同质化与个性化、以幼儿园为中心与去中心化、信息资源无限性与专业有限性等矛盾。从"人机对话"走向"人际对话",从"配合管理"走向"合作共治",从"授人以鱼"走向"授人以渔"是破解困境的应对之策。

数学核心经验是幼儿进行数学学习所需的基础性关键概念和能力,教师对这些核心经验的认识与掌握程度决定了教师支持幼儿数学思维和能力发展的质量.对当前我国幼儿园教师掌握数学领域核心经验的现状进行调查可知教师的掌握水平较低,受幼儿园性质、教师教龄、年龄、学历、职称等因素的影响较大,应从改善教师工作环境、强化教师培训、建构教师专业发展长效机制等方面入手,提升教师对数学领域核心经验的掌握水平.

构建学前教育公共服务体系是确保学前儿童接受公平而有质量教育的基本国策.文章基于对物品、利益、主体与价值四种解释取向的分析,整合四大取向,对学前教育公共服务意蕴进行全景描述.学前教育公共服务结构包括供给、财政投入以及绩效评估.依据政策关照度与经济制度改革,文章以2004年与2011年为“关键枝节点”,将中华人民共和国成立以来学前教育公共服务制度发展划分为“福利式办园转向市场化办园(1949-2003年)”“市场办园模式形成并持续发展(2004-2010年)”与“多元取向下的共生办园模式(2011年至今)”三大阶段.

"FaithEthics"and"ResponsibilityEthics"aretwobasicparadigmsfortheconstructionofprofessionalethicsof kindergartenteachers.Theyhaveuniqueandirreplaceablevalueandutilityfortheconstructionofkindergartenteachers’ professionalethicsindifferenthistoricalperiods.Examiningtheprofessionalethicsofkindergartenteachersundertheguid-anceof"beliefethics"inthecurrentpracticeofearlychildhoodeducation,theidealizedethicalcontentconstitutes,neglec-tingthepracticalityofethicalbehavior;theattributionofstaticethicalbehavior,ignoringthecomplexityofethicalbehavior Sexuality;theethicalevaluationscaleofself-discipline,ignoringtheothernatureofbehavioralsupervision.Basedonthis, thedualconstructionofkindergartenteachers’professionalethicsneedstocombine"beliefethics"with"responsibilityeth-ics":highlightthepracticalityofethicalnorms,promotetheendogenousgrowthofkindergartenteachers’professionaleth-ics;payattentiontothecomplexityofethicalbehaviors,andclarifyResponsibilityattributionofprofessionalethicsofkin-dergartenteachers;strengtheningtheotherethicalbehaviorevaluation,andperfectingtheprofessionalethicalresponsibility supervisionofkindergartenteachers.

云教师工作坊是一种为因应“互联网+”时代需求,搭载Web 2.0技术环境和网络系统,在重构教师远程培训体系基础上建立的网络研修模式,是个体学习的主要形式.文章通过抽取、吸纳和借鉴工作坊的培训理念和方式,对云教师工作坊的建设目标、研修功能、内容结构和实操流程进行系统设计,并详细介绍了云教师工作坊的实际应用情况.基于多特征融合的云教师工作坊运行条件,对教师的能力结构和水平、技术与活动的融合方式、运行一体化机制、网络研修与校本研修整合的实作要点给予解释说明,尝试打造一个具有较大适用空间、较强可塑性和弹性的个人学习空间样板.

家长参与是影响学前儿童发展的重要因素,不过已有家长参与和学前儿童发展关系的研究仍存在较大分歧.为明确家长参与和学前儿童发展之间的关系,探明分歧的原因,本研究通过文献检索与筛选获取了36篇相关文献,共计252个独立样本,被试总量为124200,进行元分析,结果表明家长参与和学前儿童总体发展及其子维度均呈中等强度正相关,这意味着家长参与度越高,越有助于学前儿童发展.参与类型和文化背景对家长参与和学前儿童总体发展的关系具有显著调节效应;参与者和文化背景对家长参与和学前儿童语言发展的关系具有显著调节效应;参与类型、参与者和文化背景对家长参与和学前儿童社会性发展的关系具有显著调节效应;参与类型、参与者、文化背景对家长参与和学前儿童数学发展及一般发展的关系不具有显著调节效应,测量工具对家长参与和学前儿童各子维度发展的关系不具有显著调节效应.未来相关研究应更为关注家长参与的深度和质量,而不仅仅是家长参与的广度和类型;相关实践应以法为先,支持和保障家长参与的量与质,提升教师家园共育能力,努力构建实践共同体,培育一体化的共育文化.

对孩子来说, 家庭是其生存和成长的基本生态场域.孩子在上幼儿园之前,从嗷嗷待哺到牙牙学语,在家庭的庇护和教育中成长,在家庭成员的悉心呵护与陪伴中度过.作为一个家庭的重要成员,孩子受到家庭的保护、爱护,并被寄予期望. 同时,家庭的生态环境也影响着孩子道德品质、行为习惯、智力水平的发展.

供给侧结构性改革是深化学前教育改革与发展的重要指导思想.“需求侧”掣肘学前教育发展以及“供给侧”与学前教育发展的耦合关系构成了学前教育供给侧改革的逻辑起点.选择供给侧结构性改革是学前教育进入特定发展阶段的需要,供需平衡是学前教育持续发展的共生逻辑.从供给侧结构性改革的角度审视学前教育发现,存在资源配置失衡、投入边际效益下行与市场机制运营不力等问题.落实供给侧改革的现实路径如下:加大财政投入,提升财政利用率;优化学前教育供给结构,实现供需均衡;发展普惠性幼儿园,加强民办园治理.

贫困是束缚儿童健康成长的枷锁,而家长是改变儿童贫困生长环境的主体力量.在精准扶贫背景下,帮助家长认清自己在儿童成长中的使命,提高贫困家长自助能力是扶贫工作的难点.心理学家阿德勒关注个体成长的社会环境,他提出的个体心理学思想对化解这一难题有很大的启示作用.提高家长自助能力可以从以下方面进行:战胜自卑,走向自立;开展家庭教育指导,提高育儿能力;建立学习共同体,营造良好学习氛围.

As the narrative assessment method, learning stories are originated in New Zealand. It is associated with the background of narrative methodology, strength-based approach, as well as the project based assessment for learning. Considering the trend of improving learning by assessment, learning stories are composed of four strategies which have been implemented in many countries and regions. However, learning stories are challenged by the question of validity, diversity, and suitability. It would provide references and insights for stakeholders to innovate assessment approaches in domestic preschool education.

投资儿童早期发展,通过早期教育扶贫切断贫困代际循环的肇端,是中国实现并巩固2020年全面脱贫目标的重要途径.我国当前辉煌的减贫成就与高发的早期儿童贫困之间的悖论,影射出单维收入取向的减贫理念与儿童贫困多维本质之间的矛盾,是消解儿童减贫绩效、阻碍国民素质提升的关键壁垒.以可行能力理论为指导,重构早期儿童教育扶贫之理念,构建包含“多维识贫、多元治贫、考核评估、重点预防”等环节在内的早期儿童教育扶贫实践路径,能够有效推进国家儿童减贫战略前进步伐,促进全面可持续脱贫目标的达成.