亲子游戏治疗对幼儿园融合教育的价值研究
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摘要
普通幼儿和幼师对特殊幼儿接纳度低,影响特殊幼儿在园生存状态;教师与特殊幼儿互动存在困难,影响良好师幼关系的构建;加上特殊幼儿家长缺少融合教育相关知识,不利于实现家园共育,这些因素都在阻碍着当前幼儿园融合教育质量的提高。而从家庭教育方面入手,运用亲子游戏治疗方法,可以缩小特殊幼儿与普通幼儿的发展差距,促进同伴交往;降低特殊幼儿的障碍程度,促成师幼互动;增进家长对特殊幼儿以及融合教育的了解,实现家园共育。
Ordinary children and kindergarten teachers have low acceptance of special children,which affects the survival status of special children in kindergartens;teachers have difficulties in interacting with special children,which affects the construction of good teachers and children;and the lack of knowledge of integration education for special children's parents is not conducive to achieving Co-education in homes,these factors are hindering the improvement of the quality of kindergarten education.Starting from family education,using parent-child game treatment methods can narrow the development gap between special children and ordinary children,promote peer communication,reduce the barriers of special children,promote the interaction between teachers and children,and enhance parents' understanding of special children and integrated education.To achieve family education.
Ordinary children and kindergarten teachers have low acceptance of special children,which affects the survival status of special children in kindergartens;teachers have difficulties in interacting with special children,which affects the construction of good teachers and children;and the lack of knowledge of integration education for special children's parents is not conducive to achieving Co-education in homes,these factors are hindering the improvement of the quality of kindergarten education.Starting from family education,using parent-child game treatment methods can narrow the development gap between special children and ordinary children,promote peer communication,reduce the barriers of special children,promote the interaction between teachers and children,and enhance parents' understanding of special children and integrated education.To achieve family education.
引文
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[2]厉才茂.关于融合教育的阐释与思考[J].残疾人研究,2013(01):53-58.
[3]刘子琳.学前融合班级中普通幼儿对特殊需要幼儿同伴接纳态度的研究[D].杭州:杭州师范大学,2015.
[4]李伟亚.普通幼儿园有特殊教育需要儿童的在园生存现状[J].学前教育研究,2011(12):34-40.
[5]严冷.北京幼儿园教师全纳教育观念的调查[J].学前教育研究,2008(05):17-21.
[6]刘敏.我国学前融合教育的现状与分析[J].绥化学院学报,2013,33(01):75-80.
[7]赵红,徐莉.融合教育背景下幼教工作者对特殊儿童态度的调查[J].教师教育学报,2018,5(01):32-40.
[8]任贝贝.学前融合教育集体教学活动中教师与特殊儿童师幼互动现状的分析与思考[D].上海:华东师范大学,2014.
[9]李娜,张福娟,叶平枝.社会退缩幼儿与教师互动特征的研究[J].中国特殊教育,2008(11):64-68.
[10][美]兰德雷斯.游戏治疗[M].雷秀雅.葛高飞译.重庆:重庆大学出版社.2011:32.
[11]周平,左本琴.亲子游戏治疗文献综述[J].教育导刊,2010,8(下):81-85.
[12]韦耀阳,马小琴.亲子游戏治疗儿童心理障碍[J].中国儿童保健杂志,2008,16(06):685-687.
[13]Yvonne Garaza,Richard E.Watts,Sarah Kinsworthy.Filial therapy:A Process for Developing Strong ParentChild Relationships[J].The Family Journal,2007(15).
[14]Van Fleet R.Filial therapy:Strengthening parent-child relationship through play[M].Sarasota,FL:Professional Resource Press,1994.
[15]KarlaD.Carmichael.游戏治疗入门[M].王瑾译.北京:高等教育出版社,2007:231-235.
[16]Zella L,Harris,Garry L,etal.Filial therapy with incarcerated mothers[J].A Five Week Model International Journal of Play Therapy,1997,2(6):53-54.
[17]Terry Kottman,Charles Schaefer.游戏治疗实务指南[M].梁培勇,总校阅.台北:心理出版社,2001:650-655.
[18]Garry Landreth.游戏治疗新趋势[M].何长珠等译.台北:五南图书出版公司,2004:274-276.
[19]冯哲,黄敏施,崔梓天,钟琴,陈杰荣,万国斌.亲子游戏治疗小组训练对父母接纳儿童及家庭压力的影响作用[J].国际精神病学杂志,2018,45(01):107-110.