美国康涅狄格州早期学习标准“社会与情感”领域实践指南的内容分析与启示
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摘要
美国康涅狄格州早期学习标准"社会与情感"领域实践指南,针对0～5岁儿童在5个重要子领域上的发展提出培养建议,遵循了儿童社会与情感发展的阶段性和连续性,重视通过环境、互动以及游戏活动支持儿童发展,强调家长、教师和其他照料者的合作伙伴关系,关注特殊儿童的发展需求,对早期教育实践具有重要指导作用。该实践指南对我国重视婴幼儿"社会与情感"领域的发展、尽快制定和完善相关领域早期学习标准和指南等多个方面具有重要的启示。
Connecticut's guide to social and emotional development domain of early learning and development standards put concrete suggestions for the education of 0 ～ 5 years old children's social and emotional development,which confronts to the developing stage and continuation of children's social and emotional development. In the process,many factors such as environment,interaction,and game,even the partnership among parents,teachers and caregivers are all taken into consideration. Therefore,as for the developing demand,this guide has practical significance for early education. Furthermore,it exerts an enlightenment for the field of education for young children and is beneficial for formulating and improvingyoung children's social and emotional learning standards and practice guide.
Connecticut's guide to social and emotional development domain of early learning and development standards put concrete suggestions for the education of 0 ～ 5 years old children's social and emotional development,which confronts to the developing stage and continuation of children's social and emotional development. In the process,many factors such as environment,interaction,and game,even the partnership among parents,teachers and caregivers are all taken into consideration. Therefore,as for the developing demand,this guide has practical significance for early education. Furthermore,it exerts an enlightenment for the field of education for young children and is beneficial for formulating and improvingyoung children's social and emotional learning standards and practice guide.
引文
[1]Connecticut Early Childhood Education Cabinet. Supporting All Children Using the Connecticut Early Learning&Development Standards:A Guide to Domains&Strands[EB/OL]. http://www. ct. gov/oec/lib/oec/Guide To Domains Mar23_2016Final. pdf. 2018-01-08.
[2]彭菲菲. 3~5岁幼儿自我调节能力的发展及与气质关系的研究[D].大连:辽宁师范大学,2008:26.
[3]姚端维,陈英和,赵延芹. 3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究[J].心理发展与教育,2004(2):12-16.
[4]Raver,C.&Knitzer,J. Ready to enter:What Research Tells Policy Makers About Strategies to Promote Socialand Emotional School Readiness Among Three-and Fouryear-old Children[R]. New York:National Council on Children in Poverty,2002.
[5]Domitrovich,C. E.,Durlak,J. A.,Staley,K. C.,Weissberg,R. P. Social-emotional Competence:An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children[J]. Child Development,2017(2):408-416.
[6]全景月,姚计海.社会情感学习(SEL)项目的实施背景与价值探析[J].基础教育参考,2014(17):73-77.
[7]Connecticut Early Childhood Education Cabinet. Connecticut's Early Learning and Development Standards[EB/OL]. http://www. ct. gov/oec/lib/oec/earlycare/elds/ctelds. pdf. 2018-01-08.
[8]Flook,L.,Goldberg,S. B.,Pinger,L.,&Davidson,R. J.Promoting Prosocial Behavior and Self-regulatory Skills in Preschool Children Through a Mindfulness-based Kindness Curriculum[J]. Developmental Psychology,2015(1):44.
[9]Ryan,R. M.,&Deci,E. L. Self-determination theory:Basic psychological needs in motivation,development,and wellness[M]. New York:Guilford Publishing,2017:20.
[10] Saarni,C.,Campos,J.,Camras,L.,Witherington,D.Principles of emotion and emotional competence[A]. In Damon,W. Lerner,R.(Eds.),Child and adolescent development:An advanced course[C]. Hoboken,NJ:Wiley,2008:361-405.
[11] Brackett,M.,Rivers,S.,Salovey,P. Emotional Intelligence:Implications for Personal,Social,Academic,and Workplace Success[J]. Social and Personality Psychology Compass,2011(1):88-103.
[12] Kagan,S. L.,Lowenstein,A. E. School readiness and children’s play:Contemporary oxymoron or compatible option[A]. In Zigler,E.,Singer,D. G.,Bishop-Josef,S.(Eds.)Children's play:The roots of reading[C].Washington,DC:Zero to Three Press,2004:59-76.
[13]海鹰,蔡迎旗.美国新泽西州0~3岁儿童学习标准的特点及其启示[J].早期教育(教科研版),2015(4):12-16.
[14] National Association for the Education of Young Children. Responding to linguistic and cultural diversity:Recommendations for effective early childhood educators[R]. Washington,DC:National Association for the Education of Young Children,1995.
[15]Derman-Sparks,L.,Edwards,J. Anti-Bias Education for Young Children and Ourselves[M]. Washington,DC:National Association for the Education of Young Children,2012:57.
[16]Denham,S. A.,Bassett,H. H.,Zinsser,K. Early childhood teachers as socializers of young children’s emotional competence[J]. Early Childhood Education Journal,2012(3):137-143.
[17]中国残疾人联合会. 2006年第二次全国残疾人抽样调查—全国分年龄、性别的人口[EB/OL]. http://www. cdpf. org. cn/sjzx/sjcx/dcsj/200804/t20080407_340121. shtml. 2018-01-12.
[2]彭菲菲. 3~5岁幼儿自我调节能力的发展及与气质关系的研究[D].大连:辽宁师范大学,2008:26.
[3]姚端维,陈英和,赵延芹. 3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究[J].心理发展与教育,2004(2):12-16.
[4]Raver,C.&Knitzer,J. Ready to enter:What Research Tells Policy Makers About Strategies to Promote Socialand Emotional School Readiness Among Three-and Fouryear-old Children[R]. New York:National Council on Children in Poverty,2002.
[5]Domitrovich,C. E.,Durlak,J. A.,Staley,K. C.,Weissberg,R. P. Social-emotional Competence:An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children[J]. Child Development,2017(2):408-416.
[6]全景月,姚计海.社会情感学习(SEL)项目的实施背景与价值探析[J].基础教育参考,2014(17):73-77.
[7]Connecticut Early Childhood Education Cabinet. Connecticut's Early Learning and Development Standards[EB/OL]. http://www. ct. gov/oec/lib/oec/earlycare/elds/ctelds. pdf. 2018-01-08.
[8]Flook,L.,Goldberg,S. B.,Pinger,L.,&Davidson,R. J.Promoting Prosocial Behavior and Self-regulatory Skills in Preschool Children Through a Mindfulness-based Kindness Curriculum[J]. Developmental Psychology,2015(1):44.
[9]Ryan,R. M.,&Deci,E. L. Self-determination theory:Basic psychological needs in motivation,development,and wellness[M]. New York:Guilford Publishing,2017:20.
[10] Saarni,C.,Campos,J.,Camras,L.,Witherington,D.Principles of emotion and emotional competence[A]. In Damon,W. Lerner,R.(Eds.),Child and adolescent development:An advanced course[C]. Hoboken,NJ:Wiley,2008:361-405.
[11] Brackett,M.,Rivers,S.,Salovey,P. Emotional Intelligence:Implications for Personal,Social,Academic,and Workplace Success[J]. Social and Personality Psychology Compass,2011(1):88-103.
[12] Kagan,S. L.,Lowenstein,A. E. School readiness and children’s play:Contemporary oxymoron or compatible option[A]. In Zigler,E.,Singer,D. G.,Bishop-Josef,S.(Eds.)Children's play:The roots of reading[C].Washington,DC:Zero to Three Press,2004:59-76.
[13]海鹰,蔡迎旗.美国新泽西州0~3岁儿童学习标准的特点及其启示[J].早期教育(教科研版),2015(4):12-16.
[14] National Association for the Education of Young Children. Responding to linguistic and cultural diversity:Recommendations for effective early childhood educators[R]. Washington,DC:National Association for the Education of Young Children,1995.
[15]Derman-Sparks,L.,Edwards,J. Anti-Bias Education for Young Children and Ourselves[M]. Washington,DC:National Association for the Education of Young Children,2012:57.
[16]Denham,S. A.,Bassett,H. H.,Zinsser,K. Early childhood teachers as socializers of young children’s emotional competence[J]. Early Childhood Education Journal,2012(3):137-143.
[17]中国残疾人联合会. 2006年第二次全国残疾人抽样调查—全国分年龄、性别的人口[EB/OL]. http://www. cdpf. org. cn/sjzx/sjcx/dcsj/200804/t20080407_340121. shtml. 2018-01-12.