农村学前儿童入学认知准备研究
|
摘要
儿童入学准备是当前国际层面上的学前教育热点问题之一,大量研究证明了入学准备对于终身学习、终身发展具有重要意义。在入学准备的相关研究中,受到人们最多关注的是处境不利儿童的入学认知准备,入学认知准备上巨大的社会经济阶层、种族鸿沟带来的学业失败、贫困以及贫困在代际之间的恶性循环可能困扰和阻碍了社会的发展和安定。正因为如此,本研究聚焦处境不利的贫困农村地区学前儿童入学认知准备,通过定量和定性相结合的研究方法,探寻中国特有社会文化背景下贫困农村地区儿童接受早期教育状态及其对与入学认知准备的影响。
本研究在对于入学认知准备的研究价值进行了全面、系统的梳理分析的基础上,开展了三个部分的研究:
第一部分对儿童入学认知准备的基本条件:早期教育基本现状进行了研究,通过对203名学前阶段刚刚结束的贫困农村地区儿童及其养育者的问卷和访谈研究,研究发现,入园(班)率在性别上与留守都没有显著性差异,在民族上有显著性差异,其中汉族入园(班)率处于优势。儿童在园(班)平均就读年限为1.99年,其中就读3年和2年的幼儿人数较多,儿童在园(班)就读年限与性别、民族以及留守/非留守都没有显著性相关。农村学前教育经历类型有家庭养育、幼儿园、学前班和一年级混读班,其中学前班人数最多。影响儿童获得不同早期教育经历的主要因素是教育安置机构资源的稀缺性和家庭经济因素。
第二部分研究了不同学前教育经历类型下的学前儿童入学认知准备发展状态,并且寻找儿童入学认知准备状态和学业成绩之间的关系。研究发现,贫困地区儿童的入学认知准备总体情况并不乐观,儿童学习重点比较狭窄,明显聚焦于数字/计数(89.2%)和量的项目,而其他认知范畴都处于被忽略状态。入学准备基本概念和Bracken总分不存在性别差异,存在民族、学前教育机构就读时间和和教育安置类型的显著性差异。其中值得关注的是:在园就读时间1年者与在读时间0年者也有显著性差异、幼儿园最好,混读班与无学前教育机构经历者没有显著性差异。研究发现Bracken总分对于一年级末学业成绩具有预测性。
第三部分围绕着贫困地区农村学前儿童入学认知准备发展的教育环境展开分析,尤其是要揭示不同教育安置类型中农村学前儿童早期接受教育的现状,在教育环境中寻找可能导致入学认知准备状态差异的重要因素。研究发现,幼儿园提供的多种切入方法学习的机会,对于完成入学认知准备是非常重要,而幼儿园具有的有专业背景并且受到激励的教师是课程成功实施的关键保障。相比之下,学前班的混龄大班额、单调的学习内容以及缺乏专业能力并且得不到激励的教师是影响其促进儿童入学认知准备发展状态的重要因素。而低期望值造成混读班在促进儿童入学认知准备发展中低效甚至无效。此外,幼儿园家庭的文化资本的优势更促进了儿童入学认知准备状态的发展。
在此基础上最后研究者进行了分析和讨论,立足于更为宏观的农村学前教育政策和文化的背景,进一步分析学前儿童入学认知准备存在问题的原因,并且提出一些建议和策略。研究者首先从反贫困理论和全民教育视角,指出应该将促进贫困地区儿童入学认知准备发展作为贫困农村早期教育的核心问题。而在如何改善农村儿童入学准备现状部分,研究者阐述了现实主义的立场,提出通过增加农村学前教育投入、调整农村学前教育布局以及拓展学前教育通道等方式实行农村儿童的学前一年义务教育,改善农村儿童的入学准备条件。政府还应该站在教育公平、未来人才发展的高度,必须加强贫困农村地区的入学准备教材建设,围绕着有利于学业成绩发展的认知入学准备纬度,设计农村儿童的入学准备教材,从现有农村师资的实际水平和儿童入学认知准备目标出发,设计更加具有操作性的教材和教具,加强农村学前一年的课程和教材建设。
综观本研究的整个过程,研究者突破了国内已有的有关儿童幼小衔接研究的局限,从全新视角对贫困农村地区儿童入学认知准备的问题进行了探索性研究。对于贫困农村地区儿童入学认知准备的早期教育经历进行了系统的考察和深刻的剖析,并对开展促进贫困农村地区儿童认知入学准备的教育实践提供了建设性的建议。本研究的结果为国内有关贫困农村地区儿童认知入学准备的实践提供了有利的理论依据和实践指导,具有重要的理论价值和现实意义。
Of recent years, the research on school readiness has been an international hot issue in the field of early childhood education. A lot of research findings suggest that school readiness is of significant importance for children to benefit from the incoming formal school education and life-long development. The cognitive readiness of disadvantaged children has been the main focus of research on school readiness. The academic failure, poverty and the vicious cycle of poverty among generations brought about by insufficient school readiness may hinder social development and stability. Therefore, this research aims at the school readiness of lower income children in poverty rural areas in China. A combination of quantitative and qualitative methods has been applied in an attempt to reveal the effect of early childhood care and education on preschool children's cognitive readiness in poverty rural areas of China.
The research consisted of three sections as the following:
The first part is the research of the current situation of the early childhood care and education in the poverty rural areas. According to questionnaires done by 203 children's fosters, we find the rate of preschool attendance is not of notable differences in sex and Liushou, but significant differences exist in ethnic groups which the Han nationality takes up greater percentage. The average time children stay in preschool is 1.99 year and the number of children who stay in preschool for 2 years and 3 years is more than that of the others. The time children stay in preschool is not of notable differences in sex, Liushou and ethnic groups. The types of early childhood care in rural areas include family care, kindergarten, preschool class, and primary-preschool class, among which most children attend preschool class. The research finds that family income and insufficient educational placement institutions are the main factors influencing family's choice of different types of early childhood education.
The second part of the research deals with the development of cognitive readiness of children under different types of early childhood education and the relationship between the cognitive readiness and achievement scores. We find children's cognitive readiness in rural areas is not good .The learning area of children is rather narrow, with focus only on the counting and objects' size, while other areas are being neglected. The basic school readiness and Bracken scores are not of notable differences in sex, but significant differences exist in ethnic groups, time of preschool attendence and types of preschool education. It is notable that the scores of children who stay in preschool for one year is significantly different from that of children who have no preschool experience. The scores of children who have the preschool experience in kindergarten are the best, and the scores of children who stay in primary-preschool class are not different from that of children who have no preschool experience. In addition, we find the Bracken scores can predict the achievement scores in Grade One.
The third part of research is the analysis of educational environment for children in poverty rural areas, especially in regard to the fact of different types of early education and early care there to reveal crucial factors leading to different cognitive readiness. This research indicates the mult-learning chances in kindergarten play important role in the cognitive readiness, and the highly-motivated teacher with professional background is the necessity to implement the curriculum successfully. In contrast, mixed age, large class-size, monotonous learning materials, non-professional teachers play negative roles in the development of children's school readiness. Besides, lower expectation of parents on children is the one of important reasons for the lower cognitive scores of primary-preschool class children and the better culture capture improve the cognitive scores of kindergarten children.
Based on these findings, we discuss the problem of the cognitive readiness of children in poverty rural areas in the background of social culture. Some suggestions and strategies have been put forward to improve the cognitive readiness of children there. Firstly, it is suggested that the promotion of children's cognitive readiness should become one of the core issues in poor rural areas. Secondly, we suggest doing one-year compulsory preschool education in rural areas, increasing the investment on preschool education; adjusting and developing the rational distribution of preschool educational resources. In addition, the government should attach great importance to the construction of the curriculum and textbooks of preschool education in rural areas on the basis of fair education.
In all, this research broke through the limitations of current researches on 'ready for primary school". From a new perspective, the researcher studied children's school cognitive readiness in poor rural areas and carried out a systematic survey and in-depth analysis about the issue and finally put forward some constructive suggestions for developing and promoting children's school cognitive readiness in rural areas. The results of the research will not only provide theoretical basis but also provide practical guidance for the implementation of early childhood education in impoverished rural areas, which is of important theoretical value and realistic significance.
本研究在对于入学认知准备的研究价值进行了全面、系统的梳理分析的基础上,开展了三个部分的研究:
第一部分对儿童入学认知准备的基本条件:早期教育基本现状进行了研究,通过对203名学前阶段刚刚结束的贫困农村地区儿童及其养育者的问卷和访谈研究,研究发现,入园(班)率在性别上与留守都没有显著性差异,在民族上有显著性差异,其中汉族入园(班)率处于优势。儿童在园(班)平均就读年限为1.99年,其中就读3年和2年的幼儿人数较多,儿童在园(班)就读年限与性别、民族以及留守/非留守都没有显著性相关。农村学前教育经历类型有家庭养育、幼儿园、学前班和一年级混读班,其中学前班人数最多。影响儿童获得不同早期教育经历的主要因素是教育安置机构资源的稀缺性和家庭经济因素。
第二部分研究了不同学前教育经历类型下的学前儿童入学认知准备发展状态,并且寻找儿童入学认知准备状态和学业成绩之间的关系。研究发现,贫困地区儿童的入学认知准备总体情况并不乐观,儿童学习重点比较狭窄,明显聚焦于数字/计数(89.2%)和量的项目,而其他认知范畴都处于被忽略状态。入学准备基本概念和Bracken总分不存在性别差异,存在民族、学前教育机构就读时间和和教育安置类型的显著性差异。其中值得关注的是:在园就读时间1年者与在读时间0年者也有显著性差异、幼儿园最好,混读班与无学前教育机构经历者没有显著性差异。研究发现Bracken总分对于一年级末学业成绩具有预测性。
第三部分围绕着贫困地区农村学前儿童入学认知准备发展的教育环境展开分析,尤其是要揭示不同教育安置类型中农村学前儿童早期接受教育的现状,在教育环境中寻找可能导致入学认知准备状态差异的重要因素。研究发现,幼儿园提供的多种切入方法学习的机会,对于完成入学认知准备是非常重要,而幼儿园具有的有专业背景并且受到激励的教师是课程成功实施的关键保障。相比之下,学前班的混龄大班额、单调的学习内容以及缺乏专业能力并且得不到激励的教师是影响其促进儿童入学认知准备发展状态的重要因素。而低期望值造成混读班在促进儿童入学认知准备发展中低效甚至无效。此外,幼儿园家庭的文化资本的优势更促进了儿童入学认知准备状态的发展。
在此基础上最后研究者进行了分析和讨论,立足于更为宏观的农村学前教育政策和文化的背景,进一步分析学前儿童入学认知准备存在问题的原因,并且提出一些建议和策略。研究者首先从反贫困理论和全民教育视角,指出应该将促进贫困地区儿童入学认知准备发展作为贫困农村早期教育的核心问题。而在如何改善农村儿童入学准备现状部分,研究者阐述了现实主义的立场,提出通过增加农村学前教育投入、调整农村学前教育布局以及拓展学前教育通道等方式实行农村儿童的学前一年义务教育,改善农村儿童的入学准备条件。政府还应该站在教育公平、未来人才发展的高度,必须加强贫困农村地区的入学准备教材建设,围绕着有利于学业成绩发展的认知入学准备纬度,设计农村儿童的入学准备教材,从现有农村师资的实际水平和儿童入学认知准备目标出发,设计更加具有操作性的教材和教具,加强农村学前一年的课程和教材建设。
综观本研究的整个过程,研究者突破了国内已有的有关儿童幼小衔接研究的局限,从全新视角对贫困农村地区儿童入学认知准备的问题进行了探索性研究。对于贫困农村地区儿童入学认知准备的早期教育经历进行了系统的考察和深刻的剖析,并对开展促进贫困农村地区儿童认知入学准备的教育实践提供了建设性的建议。本研究的结果为国内有关贫困农村地区儿童认知入学准备的实践提供了有利的理论依据和实践指导,具有重要的理论价值和现实意义。
Of recent years, the research on school readiness has been an international hot issue in the field of early childhood education. A lot of research findings suggest that school readiness is of significant importance for children to benefit from the incoming formal school education and life-long development. The cognitive readiness of disadvantaged children has been the main focus of research on school readiness. The academic failure, poverty and the vicious cycle of poverty among generations brought about by insufficient school readiness may hinder social development and stability. Therefore, this research aims at the school readiness of lower income children in poverty rural areas in China. A combination of quantitative and qualitative methods has been applied in an attempt to reveal the effect of early childhood care and education on preschool children's cognitive readiness in poverty rural areas of China.
The research consisted of three sections as the following:
The first part is the research of the current situation of the early childhood care and education in the poverty rural areas. According to questionnaires done by 203 children's fosters, we find the rate of preschool attendance is not of notable differences in sex and Liushou, but significant differences exist in ethnic groups which the Han nationality takes up greater percentage. The average time children stay in preschool is 1.99 year and the number of children who stay in preschool for 2 years and 3 years is more than that of the others. The time children stay in preschool is not of notable differences in sex, Liushou and ethnic groups. The types of early childhood care in rural areas include family care, kindergarten, preschool class, and primary-preschool class, among which most children attend preschool class. The research finds that family income and insufficient educational placement institutions are the main factors influencing family's choice of different types of early childhood education.
The second part of the research deals with the development of cognitive readiness of children under different types of early childhood education and the relationship between the cognitive readiness and achievement scores. We find children's cognitive readiness in rural areas is not good .The learning area of children is rather narrow, with focus only on the counting and objects' size, while other areas are being neglected. The basic school readiness and Bracken scores are not of notable differences in sex, but significant differences exist in ethnic groups, time of preschool attendence and types of preschool education. It is notable that the scores of children who stay in preschool for one year is significantly different from that of children who have no preschool experience. The scores of children who have the preschool experience in kindergarten are the best, and the scores of children who stay in primary-preschool class are not different from that of children who have no preschool experience. In addition, we find the Bracken scores can predict the achievement scores in Grade One.
The third part of research is the analysis of educational environment for children in poverty rural areas, especially in regard to the fact of different types of early education and early care there to reveal crucial factors leading to different cognitive readiness. This research indicates the mult-learning chances in kindergarten play important role in the cognitive readiness, and the highly-motivated teacher with professional background is the necessity to implement the curriculum successfully. In contrast, mixed age, large class-size, monotonous learning materials, non-professional teachers play negative roles in the development of children's school readiness. Besides, lower expectation of parents on children is the one of important reasons for the lower cognitive scores of primary-preschool class children and the better culture capture improve the cognitive scores of kindergarten children.
Based on these findings, we discuss the problem of the cognitive readiness of children in poverty rural areas in the background of social culture. Some suggestions and strategies have been put forward to improve the cognitive readiness of children there. Firstly, it is suggested that the promotion of children's cognitive readiness should become one of the core issues in poor rural areas. Secondly, we suggest doing one-year compulsory preschool education in rural areas, increasing the investment on preschool education; adjusting and developing the rational distribution of preschool educational resources. In addition, the government should attach great importance to the construction of the curriculum and textbooks of preschool education in rural areas on the basis of fair education.
In all, this research broke through the limitations of current researches on 'ready for primary school". From a new perspective, the researcher studied children's school cognitive readiness in poor rural areas and carried out a systematic survey and in-depth analysis about the issue and finally put forward some constructive suggestions for developing and promoting children's school cognitive readiness in rural areas. The results of the research will not only provide theoretical basis but also provide practical guidance for the implementation of early childhood education in impoverished rural areas, which is of important theoretical value and realistic significance.
引文
1 李少元:《城镇化的挑战与农村教育决策的应对》,长春:东北师大学报(哲学社会科学版)2003年第1期:114
3 Gredler,G R(1992).school readiness:assessment and educational issues,New York:Wiley:15
4[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9月:60-63
5[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9月:49-52
6 Sara E.Rimm-Kaufman,Robert C.Pianta,and Martha J.Cox," Teachers' Judgments of Problems in the Transition to Kindergarten," Early Childhood Research Quarterly 15(2000):147-66
7 Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
9 Bruce A.Bracken.Bracken —Basic Concept Scale-Revised,Examiner's Manual.1998Harcourt Assessment,US,12-74
17 余秀兰:《文化再生产:我国教育的城乡差距探析》,载《华东师范大学学报(教育科学版)》,上海,2006年6月第24卷第2期:20页。
1 曾晓东:《供需现状与中国幼儿教育事业发展方向——对我国幼儿教育事业的经济学分析》,载《学前教育研究》,长沙,2005年1期:5-10
18 谢赤:《现代经济学教程》,长沙,湖南人民出版社,2005年:382
19 国家教委关于改进和加强学前班管理的意见(1991年6月17日)中明确规定:学前班班额一般不超过40人
20 中共中央关于教育体制改革的决定,1985
21 郑名,马娥:《西北农村幼儿园办园模式分析与现实选择》,载《中国教育学刊》,北京,2006年第9期:63-68
22 潘仲茗、沈芝莲:《农村幼儿教育体系研究:“河北农村学前教育项目”研究报告》,北京,教育科学出版社,1999年:107
23 张文新:《儿童社会性发展》,北京,北京师范大学出版社,1999年8月第1版:323
24 孙艳霞.教育政策道德性研究.东北师范大学博士学位论文(2006):40-41
25 张磊:《关于当前我国贫困与反贫困几个基本问题的新认识》,载《理论前沿》,北京,2007年第18期:14
26[美]西奥多·W·舒尔茨著,梁小民译:《改造传统农业》,北京,商务印书馆,2006年:101
27[美]舒尔兹著,吴珠华等译:《论人力资本投资》,北京,北京经济学院出版社,1990年12月:44
28 马建富,《舒尔兹反贫理论与农村职业教育反贫策略的选择》,载《河北师范大学学报(教育科学版)》,石家庄,2006年第7期
29 赵中建编:《教育的使命:面向二十一世纪的教育宣言和行动纲领》,北京,教育科学出版社,1996年:15-16页
30 朱宗顺:《全民教育视野中的全球幼儿教育》,载《幼儿教育(教育科学版)》,杭州,2007年第1期
31[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9:60-91
33 吴玲,葛金国林,程双远:《“幼一复式”教育模式的意义与推进策略》,载《江西教育科研》,南昌,2002年第3期
34 盖笑松、张向葵.儿童入学准备状态的理论模型与干预途径,载于《心理科学进展》,北京,2005年第13期:614-622
35 同上
36 Piotrkowski C S,Botsko M,Mathews E.Parents' and Teachers' Beliefs About Children's School Readiness in a High-Need Community.Early childhood Research Quarterly,2000,4:537-558
37 曹诗弟,极左时期的教育(1957-1977):一个具有国际影响的社会实验的成功和失败[J],转引自丁钢主编,中国教育:研究与评论第4辑[M]北京:教育科学出版社,2004。
38 玛丽·杜里-柏拉、阿涅斯·冯·让丹著.汪凌译.钟启泉、赵中建主编:《学校社会学》上海,华东师范大学出版社,2001年10月:137
39 朱伟珏:《超越社会决定论——布迪厄“文化资本”概念再考》,南京,载《南京社会科学》,2006年第3期:89-91
40 李书磊:《村落中的“国家”——文化变迁中的乡村学校》,杭州:浙江人民出版社,1999年版:168-169
41 李书磊:《村落中的“国家”——文化变迁中的乡村学校》,杭州:浙江人民出版社,1999年版:168-169
42 李少元:《城镇化的挑战与农村教育决策的应对》,载《东北师大学报(哲学社会科学版)》,长春,2003年第1期,总第201期:114
43 段成荣,周福林:《我国留守儿童状况研究》,载《人口研究》,北京,2005年第1期
44 程启军,曾小龙在《新生存主义——新型农民工的生存之道》(《青年研究》2006年第11期)中指出,以农民工的文化素质和年龄特征为依据,将改革至今分为2个时期:1978年到20世纪90年代中期,这一批农民工为第一代农民工;第二个时期是20世纪90年代中期后,这时农民工具备比较高的知识且大都是年轻人,他们被称为新生代农民流动人口,也称为第二代农民工。他们多认为父母有精力也有条件来帮自己富于小孩,减轻自己的负担,甚至将不到一岁的小孩留给父母来养育。随着他们逐渐外出务工的主体,低龄留守儿童将是一个很大的群体。
45 2005中国农村经济调研报告,国家统计局农村社会经济调查司,中国统计出版社,43页
46 周皓:《我国人口迁移的家庭化趋势及影响因素分析》,《人口研究》2004年第6期
47 范先佐:《农村“留守儿童”教育面临的问题与对策》,载《国家教育行政学院学报》,北京,2005年第7期
48 从人口大国迈向人力资源强国[M],北京:高等教育出版社,2003。
49[美]西奥多·W·舒尔茨著,梁小民译:《改造传统农业》,北京,商务印书馆,2006年:173页
50 玛丽·杜里-柏拉、阿涅斯·冯·让丹著.汪凌译.钟启泉、赵中建主编:《学校社会学》上海,华东师范大学出版社,2001年10月:85。
51 2007年“一号文件”——《中共中央国务院关于积极发展现代农业扎实推进社会主义新农村建设的若干意见》
1.[法]P.布尔迪厄,-C.帕斯隆 著,邢克超译,《再生产——一种教育系统理论的要点》,北京:商务印书馆,2002年12月
2.[法]P.布尔迪厄著,包亚明译:《文化资本与社会炼金术:布尔迪厄访谈录》,上海:上海人民出版社,1997
3.[法]P.布尔迪厄著,杨亚平译:《国家精英——名牌大学与群体精神》,北京:商务印书馆,2005年7月
4.朱家雄:《应为处于劣势社会经济地位的幼儿提供怎样的幼儿园课程——对我国幼儿园课程改革的反思(之六)》,杭州,幼儿教育,2007年第6期
5.朱家雄、张婕:《教育公平——一个不容回避的学前教育问题》,《教育导刊》,2006年第2期
6.杜里-柏拉.让丹著,汪凌译,《学校社会学》,上海:华东师范大学出版社,2001年出版
7.李书磊:《村落中的“国家”——文化变迁中的乡村学校》,杭州:浙江人民出版社,1999年版
8.[美]林南著;张磊译:《社会资本:关于社会结构与行动的理论》,上海:上海人民出版社,2005年
9.[英]D.罗宾斯著,李中泽摘译,《布迪厄“文化资本”观念的本源、早期发展与现状》,载《国外社会科学》,上海,2006年第3期
10.刘辉武:《文化资本与农民工的城市融入》,载《农村经济》,成都,2007年第1期
11.联合国教科文组织国际教育发展委员会:《学会生存——教育世界的今天和明天》,上海,上海译文出版社,1979年版
12.朱伟珏:《“资本”的一种非经济学解读——布迪厄“文化资本”概念》,载《社会科学》,上海,2006年第6期
13.朱伟珏:《文化资本与人力资本——布迪厄文化资本理论的经济学意义》,载《天津社会科学》,天津,2007年第3期
14.周序:《文化资本与学业成绩——农民工家庭文化资本对子女学业成绩的影响》,载《国家教育行政学院学报》,北京,2007年第2期
15.李少元:《城镇化的挑战与农村教育决策的应对》,载《东北师大学报(哲学社会科学版)》,长春,2003年第1期
16.王艳霞:《家庭文化资本对子女学业成绩的影响》,载《当代教育论坛》,长沙,2007年第8期
17.[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9月
18.余秀兰:《文化再生产:我国教育的城乡差距探析》,载《华东师范大学学报(教育科学版)》,上海,2006年6月
19.刘焱:《入学准备在美国:不仅仅是入学准备》,载《比较教育研究》,北京,2006年第11期
20.石朝江:《中国苗学》,贵阳,贵州人民出版社,1999年6月
21.张文新:《儿童社会性发展》,北京,北京师范大学出版社,1999年8月第1版
22.2007年“一号文件”——《中共中央国务院关于积极发展现代农业扎实推进社会主义新农村建设的若干意见》
23.郑名,马娥:《西北农村幼儿园办园模式分析与现实选择》,载《中国教育学刊》,北京,2006年第9期
24.潘仲茗、沈芝莲:《农村幼儿教育体系研究:“河北农村学前教育项目”研究报告》,北京,教育科学出版社,1999年
25.王化敏,周亚君:《幼儿教育经费的十年回顾及改革建议.为了每个幼儿的健康成长——纪念中国幼儿教育百年学术论文集》,南京,江苏教育出版社,2003年
26.曾晓东:《供需现状与中国幼儿教育事业发展方向——对我国幼儿教育事业的经济学分析》,载《学前教育研究》,长沙,2005年1期
27.谢赤:《现代经济学教程》,长沙,湖南人民出版社,2005年
28.盖笑松、张向葵.儿童入学准备状态的理论模型与干预途径,载于《心理科学进展》,北京,2005年第13期
29.诗弟:《极左时期的教育(1957-1977):一个具有国际影响的社会实验的成功和失败[J]》,转引自丁钢主编,《中国教育:研究与评论第4辑》,北京,教育科学出版社,2004。
30.玛丽·杜里-柏拉、阿涅斯·冯·让丹著.汪凌译.钟启泉、赵中建主编:《学校社会学》上海,华东师范大学出版社,2001年10月
31.杨阿丽、方晓义、涂翠平:《教师和家长关于儿章入学准备观念的调查研究》,载于《心理与行为研究》,天津,2006年第4期
32.朱伟珏:《超越社会决定论——布迪厄“文化资本”概念再考》,南京,载《南京社会科学》,2006年第3期
33.马和民:《教育社会学》,上海,华东师范大学出版社,2002年4月
34.张磊:《关于当前我国贫困与反贫困几个基本问题的新认识》,载《理论前沿》, 北京,2007年第18期
35.[美]西奥多·W·舒尔茨著,梁小民译:《改造传统农业》,北京,商务印书馆,2006年
36.[美]舒尔兹著,吴珠华等译:《论人力资本投资》,北京,北京经济学院出版社,1990年12月
37.马建富,《舒尔兹反贫理论与农村职业教育反贫策略的选择》,载《河北师范大学学报(教育科学版)》,石家庄,2006年第7期
38.赵中建编:《教育的使命:面向二十一世纪的教育宣言和行动纲领》,北京,教育科学出版社,1996年
39.朱宗顺:《全民教育视野中的全球幼儿教育》,载《幼儿教育(教育科学版)》,,杭州,2007年第1期
40.吴玲,葛金国林,程双远:《“幼一复式”教育模式的意义与推进策略》,载《江西教育科研》,南昌,2002年第3期。
41.段成荣,周福林:《我国留守儿章状况研究》,载《人口研究》,北京,2005年第1期
42.程启军,曾小龙:《新生存主义——新型农民工的生存之道》,载《青年研究》,北京,2006年第11期
43.2005中国农村经济调研报告,国家统计局农村社会经济调查司,中国统计出版社,2005年
44.周皓:《我国人口迁移的家庭化趋势及影响因素分析》,载《人口研究》,北京,2004年第6期
45.范先佐:《农村“留守儿童”教育面临的问题与对策》,载《国家教育行政学院学报》,北京,2005年第7期
1、Adnan T.Bhutta and others,Cognitiveand Behavioral Outcomes of School -Aged Children Who Were Born Preterm:A Meta-Analysis,Journal of the American Medical Association 288,n0.6(2002):728-37
2、Barbara Rogoff,The cultural nature of human developmen",oxford university press(2003):121-128
3、Barnett W.Steven,"Long-term Effects of Early Childhood Programs on Cognitive and School Outcomes,"The Future of Children5,no.3(1995):25-50
4、Birrell H V,Philips C J,Stott D H.Learning style and school attainment in young children:A follow-up study.School Psychology International,1985,6:207-218
5、Bjorkland,D.F.,& Pellegrini,A.D.(2002).The origins of human nature:Evolutionary developmental psychology.Washington,DC:American Psychological Association.
6.Blair C.School readiness:Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry,American Psychologist,2002,57(2):111-127
7、Blythe S G.Early learning in the balance:Priming the first ABC.Support for Learning,2000,15(4):154-158
8、Donald A.Rock & A.Jackson Stenner,"Assessment Issues in the Testing of Children at School Entry," The Future of Children 15,no.1(2005):15-34
9、Geary,D.C.(2002).Reflections of evolution and culture in children's cognition:Implications for mathematical development and instruction.American Psychologist,50,24-37
10、Gilbert R.Gredler,Early childhood education-assessment and intervention:what the future holds,Psychology in the Schools,2000,37(1),73-79.
11、Gorey,K.M.(2001).Early childhood education:A meta-analytic affirmation of the short and long-term benefits of educational opportunity.School Psychology Quarterly,16(1),9-30
12、Gredler,G R(1992).school readiness:assessment and educational issues,New York:Wiley:15
13、Gredler,GR(1992).School readiness:assessment and educational issues,New York:Wiley:18-19
14、 Greg J. Duncan & Katherine A. Magnuson, Can Family Socioeconomic Resources Account for Racial and Ethnic test Scores Gaps? The future of children,15(1),spring 2005,35-27
15、 Griffin,S.A.,R.Case,and R.S.Siegler, Evaluating the breadth and depth of transfer effects when central conceptual structures are taught. In The Role of Central Conceptual Structures in the Development of Children's Thought, R. Case and Y. Okamoto, eds. Monographs of the Society for Research in Child Development,60(Serial 246)(5-6)
16、 Gullo, D. E, & Burton, C.B. Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten. Early Childhood Research Quarterly (1992).,7,175-186
17、 Gullo, D., & Burton,C.B. The effects of social class, class size and prekindergarten experience on early school adjustment, Early Child Development and Care,1993,88:43-51
18、 Hammill,D.D.,and McNutt,(1980) "Language abilities and reading.A review of the literature on their relationship" Elementary School Journal 9(94):367-385
19、 Hill,N.(2001).Parenting and academic socialization as they relate to school readiness: The roles of ethnicity and family income. Journal of Educational Psychology,93(4),686-697
20、 Judith Smith, Jeanne Brooks-Gunn, and Pamela Klebanov:The Consequences of Living in Poverty on Young Children' s Cognitive Devlopment, in Consequences of Growing Up Poor, edited by Greg Duncan and Jeanne Brooks-Gunn(New York: Russell Sage, 1997):132-89
21、 Kagan.S.L. (1990). Readiness 2000: Rethinking rhetoric and responsibility. Phi Delta Kappa, 72,272-279
22、 Kagan,S.l.,Moore,E.,&Bredekamp,S. (Eds.). 1995 .Reconsidering Children's early development and learning :Toward common views and vocabulary. Washington,DC:nation Education Goals Panel.
23、 Katherine A.Magnuson & Jane Waldfogel, "Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness, " The Future of Children 15,no. 1(2005): 69-180
24、 Katherine A.Magnuson & Jane Waldfogel, "Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness, " The Future of Children 15,no.1(2005): 69-180
25、Kurdek L A,Sinclair R J.Psychological,family,and peer predictors of academic outcomes in first-through fifth-grade children.Journal of Educational Psychology.2000,92(3):449-457
26、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14-15
27、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
28、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
29、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
30、La Paro K,M.,Pianta,R.C.(2001).predicting children's competence in the early school year:A meta-anaytic review.review of Educational Research,70,443-484
31、La Paro K,Pianta RC.Predicting children's competence in the early school yesrs:A meta-analytic review.Review of Education Research 2000;70(4):443-484
32、Lambert,J.E.(1996),"Des regles du jeu",Educating the young child in Europe,report of the European Seminar of OMEP,UNESCO,Paris,24-27 October
33、Lindsey,G.(1998),"Brain Research and Implications for Early Childhood Education',Vol.75(2):97-101
34、Marie C.McCormick and others," The Health and Development Status of Very Low-Birth-Weight Children at School Age," Journal of the American Medical Association 267,no.16(1992):2204-08;Maureen Hack and others," School-Age Outcomes in Children with Birth Wweights under 750g," New England Journal of Medicine 33,no.12(1994):753-59
35、Martha P.Carlton & Adam Winsler,School readiness:the need for a paradigm shift,School psychology review,1999,v01.28,no.3.338
36、McClelland M,Morrison F J.The emergence of learning related social skills in preschool children.Early Childhood Research Quarterly,2003,18(2):206-224
37、Mckey,R.,Condelli,L.,Ganson,H.,Barret,B.,Mcconkey,C.and Plantz,M.(1985),'The Impact of Head Start of Children,Families,and Communities",Final report of the Head Start Evalution,Synthesis,and Utilization Project,US Department of Health and Human Services,Washington,D.C.
38、 Nancy E. Reichman, 2005, " Low Birth Weight and School Readiness" The Future of Children 15,no.1 (2005):91-98
39、 National Education Goals Panel , Special Early Childhood Report (Government Printing Office, 1997)
40、 Naude H, Pretorius E, Viljoen J. The impact of impoverished language development on preschoolers' readiness to learn during the foundation phase. Early Child Development and Care,2003,173(2-3):271-291
41、 Nazli Baydar,Jeanne Brooks-Gunn, and Frank F. Furstenberg,"Early Warning Signs of Functional Illiteracy: Predictiors in Childhood and Adolescece," Child Development 64(1993):815-29;Jeanne BrooksGunn," Do you Believe in Magic? what Can We Expect from Early Childhood Intervention Programs?" Social Policy Report of the Society for Research in Child Development 17,no, 1 (2003)(www.sred.org/spr 17-1 .pdf)
42、 NGA Task Force on School Readiness, Final Report:Building the Foudation for Bright Future,2005,12:27
43、 Parker, F. L., Boak, A. Y, Griffin, K. W., Ripple, C, & Peah, L. ( 1999) .Parent-child relationship ,home learning environment, and school readiness. School Psychology Review,28(3),413-425
44、Pianta, R. C, & McCoy, S. J. The first day of school:The predictive validity of early school screening, Journal of Applied Development Psychology,1997,18:122
45、Pianta,R.C, & McCoy,S. J.(1997).The first day of school :The predictive validity of early school screening. Journal of Applied Development Psychology,18,1-22
46、Piotrkowski,C.S.(2004).A community-based approach to school readiness in Head Start.In E.Zigler& S.H.Styfco(Eds), The Head Start Debates(pp. 129-142). Baltimore:Brooks
47、Rimm-Kaufman S E,Pianta R C,Cox M J .Teachers' judgments of problems in the transition to kindergarten.Early Childhood Research Quarterly,2000,15:147-166
48、Roland G. Fryer and Steven D. Levitt," Understanding the Black-White Test Score Gap in the First Two Tears of School. " Review of Economics and Statistics 86,no.2(2004):447-464
49、Sara E. Rimm-Kaufman, Robert C. Pianta, and Martha J. Cox,"Teachers' Judgments of Problems in the Transition to Kindergarten," Early Childhood Research Quarterly 15 (2000): 147-66
50、Scarborogh,H.S.,(1998) Early identification of children at risk for reading disabilities: PhonolOgical awareness some other promising predictors.Pp.77-121 in Specific Reading Disability : A View of the Spectrum,B.K.Shapior,P.J.Accardo,and A.J.Capute,eds.Timonium,MD:Youk Press.
51、Schoen M J, Nagle R J. Prediction of school readiness from kindergarten temperament scores. Journal of School Psychology ,1994,32(2); 135-147
52、Sheila Heaviside and Elizabeth Farris, Public School Kindergarten Teachers' Views of Children's Readiness for School, NCES 1993-410(Department of Education, National Center for Education Staistics,1993)
53、Shepard L. A,Smith M L. Synthesis of research on school readiness and kindergarten retention. Educational Leadership, 1986,44:78-86
54、Shore,R.(1997).Rethinking the brain:New Insights into Early Development,Families and work Institute,New York
55、Traronotana M G, Hooper S R, Seizer S C, Research on the preschool prediction of later academic achievement: A review. Developmental Review,1988,8:89-146
56、Woodhead,M.(1998),'Quality in Early Childhood Programmes-A Contextually Approprite Approach",International Journal of Early Years Education, Vol.6:5-18
3 Gredler,G R(1992).school readiness:assessment and educational issues,New York:Wiley:15
4[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9月:60-63
5[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9月:49-52
6 Sara E.Rimm-Kaufman,Robert C.Pianta,and Martha J.Cox," Teachers' Judgments of Problems in the Transition to Kindergarten," Early Childhood Research Quarterly 15(2000):147-66
7 Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
9 Bruce A.Bracken.Bracken —Basic Concept Scale-Revised,Examiner's Manual.1998Harcourt Assessment,US,12-74
17 余秀兰:《文化再生产:我国教育的城乡差距探析》,载《华东师范大学学报(教育科学版)》,上海,2006年6月第24卷第2期:20页。
1 曾晓东:《供需现状与中国幼儿教育事业发展方向——对我国幼儿教育事业的经济学分析》,载《学前教育研究》,长沙,2005年1期:5-10
18 谢赤:《现代经济学教程》,长沙,湖南人民出版社,2005年:382
19 国家教委关于改进和加强学前班管理的意见(1991年6月17日)中明确规定:学前班班额一般不超过40人
20 中共中央关于教育体制改革的决定,1985
21 郑名,马娥:《西北农村幼儿园办园模式分析与现实选择》,载《中国教育学刊》,北京,2006年第9期:63-68
22 潘仲茗、沈芝莲:《农村幼儿教育体系研究:“河北农村学前教育项目”研究报告》,北京,教育科学出版社,1999年:107
23 张文新:《儿童社会性发展》,北京,北京师范大学出版社,1999年8月第1版:323
24 孙艳霞.教育政策道德性研究.东北师范大学博士学位论文(2006):40-41
25 张磊:《关于当前我国贫困与反贫困几个基本问题的新认识》,载《理论前沿》,北京,2007年第18期:14
26[美]西奥多·W·舒尔茨著,梁小民译:《改造传统农业》,北京,商务印书馆,2006年:101
27[美]舒尔兹著,吴珠华等译:《论人力资本投资》,北京,北京经济学院出版社,1990年12月:44
28 马建富,《舒尔兹反贫理论与农村职业教育反贫策略的选择》,载《河北师范大学学报(教育科学版)》,石家庄,2006年第7期
29 赵中建编:《教育的使命:面向二十一世纪的教育宣言和行动纲领》,北京,教育科学出版社,1996年:15-16页
30 朱宗顺:《全民教育视野中的全球幼儿教育》,载《幼儿教育(教育科学版)》,杭州,2007年第1期
31[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9:60-91
33 吴玲,葛金国林,程双远:《“幼一复式”教育模式的意义与推进策略》,载《江西教育科研》,南昌,2002年第3期
34 盖笑松、张向葵.儿童入学准备状态的理论模型与干预途径,载于《心理科学进展》,北京,2005年第13期:614-622
35 同上
36 Piotrkowski C S,Botsko M,Mathews E.Parents' and Teachers' Beliefs About Children's School Readiness in a High-Need Community.Early childhood Research Quarterly,2000,4:537-558
37 曹诗弟,极左时期的教育(1957-1977):一个具有国际影响的社会实验的成功和失败[J],转引自丁钢主编,中国教育:研究与评论第4辑[M]北京:教育科学出版社,2004。
38 玛丽·杜里-柏拉、阿涅斯·冯·让丹著.汪凌译.钟启泉、赵中建主编:《学校社会学》上海,华东师范大学出版社,2001年10月:137
39 朱伟珏:《超越社会决定论——布迪厄“文化资本”概念再考》,南京,载《南京社会科学》,2006年第3期:89-91
40 李书磊:《村落中的“国家”——文化变迁中的乡村学校》,杭州:浙江人民出版社,1999年版:168-169
41 李书磊:《村落中的“国家”——文化变迁中的乡村学校》,杭州:浙江人民出版社,1999年版:168-169
42 李少元:《城镇化的挑战与农村教育决策的应对》,载《东北师大学报(哲学社会科学版)》,长春,2003年第1期,总第201期:114
43 段成荣,周福林:《我国留守儿童状况研究》,载《人口研究》,北京,2005年第1期
44 程启军,曾小龙在《新生存主义——新型农民工的生存之道》(《青年研究》2006年第11期)中指出,以农民工的文化素质和年龄特征为依据,将改革至今分为2个时期:1978年到20世纪90年代中期,这一批农民工为第一代农民工;第二个时期是20世纪90年代中期后,这时农民工具备比较高的知识且大都是年轻人,他们被称为新生代农民流动人口,也称为第二代农民工。他们多认为父母有精力也有条件来帮自己富于小孩,减轻自己的负担,甚至将不到一岁的小孩留给父母来养育。随着他们逐渐外出务工的主体,低龄留守儿童将是一个很大的群体。
45 2005中国农村经济调研报告,国家统计局农村社会经济调查司,中国统计出版社,43页
46 周皓:《我国人口迁移的家庭化趋势及影响因素分析》,《人口研究》2004年第6期
47 范先佐:《农村“留守儿童”教育面临的问题与对策》,载《国家教育行政学院学报》,北京,2005年第7期
48 从人口大国迈向人力资源强国[M],北京:高等教育出版社,2003。
49[美]西奥多·W·舒尔茨著,梁小民译:《改造传统农业》,北京,商务印书馆,2006年:173页
50 玛丽·杜里-柏拉、阿涅斯·冯·让丹著.汪凌译.钟启泉、赵中建主编:《学校社会学》上海,华东师范大学出版社,2001年10月:85。
51 2007年“一号文件”——《中共中央国务院关于积极发展现代农业扎实推进社会主义新农村建设的若干意见》
1.[法]P.布尔迪厄,-C.帕斯隆 著,邢克超译,《再生产——一种教育系统理论的要点》,北京:商务印书馆,2002年12月
2.[法]P.布尔迪厄著,包亚明译:《文化资本与社会炼金术:布尔迪厄访谈录》,上海:上海人民出版社,1997
3.[法]P.布尔迪厄著,杨亚平译:《国家精英——名牌大学与群体精神》,北京:商务印书馆,2005年7月
4.朱家雄:《应为处于劣势社会经济地位的幼儿提供怎样的幼儿园课程——对我国幼儿园课程改革的反思(之六)》,杭州,幼儿教育,2007年第6期
5.朱家雄、张婕:《教育公平——一个不容回避的学前教育问题》,《教育导刊》,2006年第2期
6.杜里-柏拉.让丹著,汪凌译,《学校社会学》,上海:华东师范大学出版社,2001年出版
7.李书磊:《村落中的“国家”——文化变迁中的乡村学校》,杭州:浙江人民出版社,1999年版
8.[美]林南著;张磊译:《社会资本:关于社会结构与行动的理论》,上海:上海人民出版社,2005年
9.[英]D.罗宾斯著,李中泽摘译,《布迪厄“文化资本”观念的本源、早期发展与现状》,载《国外社会科学》,上海,2006年第3期
10.刘辉武:《文化资本与农民工的城市融入》,载《农村经济》,成都,2007年第1期
11.联合国教科文组织国际教育发展委员会:《学会生存——教育世界的今天和明天》,上海,上海译文出版社,1979年版
12.朱伟珏:《“资本”的一种非经济学解读——布迪厄“文化资本”概念》,载《社会科学》,上海,2006年第6期
13.朱伟珏:《文化资本与人力资本——布迪厄文化资本理论的经济学意义》,载《天津社会科学》,天津,2007年第3期
14.周序:《文化资本与学业成绩——农民工家庭文化资本对子女学业成绩的影响》,载《国家教育行政学院学报》,北京,2007年第2期
15.李少元:《城镇化的挑战与农村教育决策的应对》,载《东北师大学报(哲学社会科学版)》,长春,2003年第1期
16.王艳霞:《家庭文化资本对子女学业成绩的影响》,载《当代教育论坛》,长沙,2007年第8期
17.[美]芭芭拉·鲍曼、苏珊娜·多诺万、苏珊·勃恩兹著,吴亦东等译:《渴望学习》,南京,南京师范大学出版社,2005年9月
18.余秀兰:《文化再生产:我国教育的城乡差距探析》,载《华东师范大学学报(教育科学版)》,上海,2006年6月
19.刘焱:《入学准备在美国:不仅仅是入学准备》,载《比较教育研究》,北京,2006年第11期
20.石朝江:《中国苗学》,贵阳,贵州人民出版社,1999年6月
21.张文新:《儿童社会性发展》,北京,北京师范大学出版社,1999年8月第1版
22.2007年“一号文件”——《中共中央国务院关于积极发展现代农业扎实推进社会主义新农村建设的若干意见》
23.郑名,马娥:《西北农村幼儿园办园模式分析与现实选择》,载《中国教育学刊》,北京,2006年第9期
24.潘仲茗、沈芝莲:《农村幼儿教育体系研究:“河北农村学前教育项目”研究报告》,北京,教育科学出版社,1999年
25.王化敏,周亚君:《幼儿教育经费的十年回顾及改革建议.为了每个幼儿的健康成长——纪念中国幼儿教育百年学术论文集》,南京,江苏教育出版社,2003年
26.曾晓东:《供需现状与中国幼儿教育事业发展方向——对我国幼儿教育事业的经济学分析》,载《学前教育研究》,长沙,2005年1期
27.谢赤:《现代经济学教程》,长沙,湖南人民出版社,2005年
28.盖笑松、张向葵.儿童入学准备状态的理论模型与干预途径,载于《心理科学进展》,北京,2005年第13期
29.诗弟:《极左时期的教育(1957-1977):一个具有国际影响的社会实验的成功和失败[J]》,转引自丁钢主编,《中国教育:研究与评论第4辑》,北京,教育科学出版社,2004。
30.玛丽·杜里-柏拉、阿涅斯·冯·让丹著.汪凌译.钟启泉、赵中建主编:《学校社会学》上海,华东师范大学出版社,2001年10月
31.杨阿丽、方晓义、涂翠平:《教师和家长关于儿章入学准备观念的调查研究》,载于《心理与行为研究》,天津,2006年第4期
32.朱伟珏:《超越社会决定论——布迪厄“文化资本”概念再考》,南京,载《南京社会科学》,2006年第3期
33.马和民:《教育社会学》,上海,华东师范大学出版社,2002年4月
34.张磊:《关于当前我国贫困与反贫困几个基本问题的新认识》,载《理论前沿》, 北京,2007年第18期
35.[美]西奥多·W·舒尔茨著,梁小民译:《改造传统农业》,北京,商务印书馆,2006年
36.[美]舒尔兹著,吴珠华等译:《论人力资本投资》,北京,北京经济学院出版社,1990年12月
37.马建富,《舒尔兹反贫理论与农村职业教育反贫策略的选择》,载《河北师范大学学报(教育科学版)》,石家庄,2006年第7期
38.赵中建编:《教育的使命:面向二十一世纪的教育宣言和行动纲领》,北京,教育科学出版社,1996年
39.朱宗顺:《全民教育视野中的全球幼儿教育》,载《幼儿教育(教育科学版)》,,杭州,2007年第1期
40.吴玲,葛金国林,程双远:《“幼一复式”教育模式的意义与推进策略》,载《江西教育科研》,南昌,2002年第3期。
41.段成荣,周福林:《我国留守儿章状况研究》,载《人口研究》,北京,2005年第1期
42.程启军,曾小龙:《新生存主义——新型农民工的生存之道》,载《青年研究》,北京,2006年第11期
43.2005中国农村经济调研报告,国家统计局农村社会经济调查司,中国统计出版社,2005年
44.周皓:《我国人口迁移的家庭化趋势及影响因素分析》,载《人口研究》,北京,2004年第6期
45.范先佐:《农村“留守儿童”教育面临的问题与对策》,载《国家教育行政学院学报》,北京,2005年第7期
1、Adnan T.Bhutta and others,Cognitiveand Behavioral Outcomes of School -Aged Children Who Were Born Preterm:A Meta-Analysis,Journal of the American Medical Association 288,n0.6(2002):728-37
2、Barbara Rogoff,The cultural nature of human developmen",oxford university press(2003):121-128
3、Barnett W.Steven,"Long-term Effects of Early Childhood Programs on Cognitive and School Outcomes,"The Future of Children5,no.3(1995):25-50
4、Birrell H V,Philips C J,Stott D H.Learning style and school attainment in young children:A follow-up study.School Psychology International,1985,6:207-218
5、Bjorkland,D.F.,& Pellegrini,A.D.(2002).The origins of human nature:Evolutionary developmental psychology.Washington,DC:American Psychological Association.
6.Blair C.School readiness:Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry,American Psychologist,2002,57(2):111-127
7、Blythe S G.Early learning in the balance:Priming the first ABC.Support for Learning,2000,15(4):154-158
8、Donald A.Rock & A.Jackson Stenner,"Assessment Issues in the Testing of Children at School Entry," The Future of Children 15,no.1(2005):15-34
9、Geary,D.C.(2002).Reflections of evolution and culture in children's cognition:Implications for mathematical development and instruction.American Psychologist,50,24-37
10、Gilbert R.Gredler,Early childhood education-assessment and intervention:what the future holds,Psychology in the Schools,2000,37(1),73-79.
11、Gorey,K.M.(2001).Early childhood education:A meta-analytic affirmation of the short and long-term benefits of educational opportunity.School Psychology Quarterly,16(1),9-30
12、Gredler,G R(1992).school readiness:assessment and educational issues,New York:Wiley:15
13、Gredler,GR(1992).School readiness:assessment and educational issues,New York:Wiley:18-19
14、 Greg J. Duncan & Katherine A. Magnuson, Can Family Socioeconomic Resources Account for Racial and Ethnic test Scores Gaps? The future of children,15(1),spring 2005,35-27
15、 Griffin,S.A.,R.Case,and R.S.Siegler, Evaluating the breadth and depth of transfer effects when central conceptual structures are taught. In The Role of Central Conceptual Structures in the Development of Children's Thought, R. Case and Y. Okamoto, eds. Monographs of the Society for Research in Child Development,60(Serial 246)(5-6)
16、 Gullo, D. E, & Burton, C.B. Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten. Early Childhood Research Quarterly (1992).,7,175-186
17、 Gullo, D., & Burton,C.B. The effects of social class, class size and prekindergarten experience on early school adjustment, Early Child Development and Care,1993,88:43-51
18、 Hammill,D.D.,and McNutt,(1980) "Language abilities and reading.A review of the literature on their relationship" Elementary School Journal 9(94):367-385
19、 Hill,N.(2001).Parenting and academic socialization as they relate to school readiness: The roles of ethnicity and family income. Journal of Educational Psychology,93(4),686-697
20、 Judith Smith, Jeanne Brooks-Gunn, and Pamela Klebanov:The Consequences of Living in Poverty on Young Children' s Cognitive Devlopment, in Consequences of Growing Up Poor, edited by Greg Duncan and Jeanne Brooks-Gunn(New York: Russell Sage, 1997):132-89
21、 Kagan.S.L. (1990). Readiness 2000: Rethinking rhetoric and responsibility. Phi Delta Kappa, 72,272-279
22、 Kagan,S.l.,Moore,E.,&Bredekamp,S. (Eds.). 1995 .Reconsidering Children's early development and learning :Toward common views and vocabulary. Washington,DC:nation Education Goals Panel.
23、 Katherine A.Magnuson & Jane Waldfogel, "Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness, " The Future of Children 15,no. 1(2005): 69-180
24、 Katherine A.Magnuson & Jane Waldfogel, "Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness, " The Future of Children 15,no.1(2005): 69-180
25、Kurdek L A,Sinclair R J.Psychological,family,and peer predictors of academic outcomes in first-through fifth-grade children.Journal of Educational Psychology.2000,92(3):449-457
26、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14-15
27、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
28、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
29、Kyle L.Snow,Measuring school readiness:Conceptual and practical considerations,Early education and development,2006,17(1),14
30、La Paro K,M.,Pianta,R.C.(2001).predicting children's competence in the early school year:A meta-anaytic review.review of Educational Research,70,443-484
31、La Paro K,Pianta RC.Predicting children's competence in the early school yesrs:A meta-analytic review.Review of Education Research 2000;70(4):443-484
32、Lambert,J.E.(1996),"Des regles du jeu",Educating the young child in Europe,report of the European Seminar of OMEP,UNESCO,Paris,24-27 October
33、Lindsey,G.(1998),"Brain Research and Implications for Early Childhood Education',Vol.75(2):97-101
34、Marie C.McCormick and others," The Health and Development Status of Very Low-Birth-Weight Children at School Age," Journal of the American Medical Association 267,no.16(1992):2204-08;Maureen Hack and others," School-Age Outcomes in Children with Birth Wweights under 750g," New England Journal of Medicine 33,no.12(1994):753-59
35、Martha P.Carlton & Adam Winsler,School readiness:the need for a paradigm shift,School psychology review,1999,v01.28,no.3.338
36、McClelland M,Morrison F J.The emergence of learning related social skills in preschool children.Early Childhood Research Quarterly,2003,18(2):206-224
37、Mckey,R.,Condelli,L.,Ganson,H.,Barret,B.,Mcconkey,C.and Plantz,M.(1985),'The Impact of Head Start of Children,Families,and Communities",Final report of the Head Start Evalution,Synthesis,and Utilization Project,US Department of Health and Human Services,Washington,D.C.
38、 Nancy E. Reichman, 2005, " Low Birth Weight and School Readiness" The Future of Children 15,no.1 (2005):91-98
39、 National Education Goals Panel , Special Early Childhood Report (Government Printing Office, 1997)
40、 Naude H, Pretorius E, Viljoen J. The impact of impoverished language development on preschoolers' readiness to learn during the foundation phase. Early Child Development and Care,2003,173(2-3):271-291
41、 Nazli Baydar,Jeanne Brooks-Gunn, and Frank F. Furstenberg,"Early Warning Signs of Functional Illiteracy: Predictiors in Childhood and Adolescece," Child Development 64(1993):815-29;Jeanne BrooksGunn," Do you Believe in Magic? what Can We Expect from Early Childhood Intervention Programs?" Social Policy Report of the Society for Research in Child Development 17,no, 1 (2003)(www.sred.org/spr 17-1 .pdf)
42、 NGA Task Force on School Readiness, Final Report:Building the Foudation for Bright Future,2005,12:27
43、 Parker, F. L., Boak, A. Y, Griffin, K. W., Ripple, C, & Peah, L. ( 1999) .Parent-child relationship ,home learning environment, and school readiness. School Psychology Review,28(3),413-425
44、Pianta, R. C, & McCoy, S. J. The first day of school:The predictive validity of early school screening, Journal of Applied Development Psychology,1997,18:122
45、Pianta,R.C, & McCoy,S. J.(1997).The first day of school :The predictive validity of early school screening. Journal of Applied Development Psychology,18,1-22
46、Piotrkowski,C.S.(2004).A community-based approach to school readiness in Head Start.In E.Zigler& S.H.Styfco(Eds), The Head Start Debates(pp. 129-142). Baltimore:Brooks
47、Rimm-Kaufman S E,Pianta R C,Cox M J .Teachers' judgments of problems in the transition to kindergarten.Early Childhood Research Quarterly,2000,15:147-166
48、Roland G. Fryer and Steven D. Levitt," Understanding the Black-White Test Score Gap in the First Two Tears of School. " Review of Economics and Statistics 86,no.2(2004):447-464
49、Sara E. Rimm-Kaufman, Robert C. Pianta, and Martha J. Cox,"Teachers' Judgments of Problems in the Transition to Kindergarten," Early Childhood Research Quarterly 15 (2000): 147-66
50、Scarborogh,H.S.,(1998) Early identification of children at risk for reading disabilities: PhonolOgical awareness some other promising predictors.Pp.77-121 in Specific Reading Disability : A View of the Spectrum,B.K.Shapior,P.J.Accardo,and A.J.Capute,eds.Timonium,MD:Youk Press.
51、Schoen M J, Nagle R J. Prediction of school readiness from kindergarten temperament scores. Journal of School Psychology ,1994,32(2); 135-147
52、Sheila Heaviside and Elizabeth Farris, Public School Kindergarten Teachers' Views of Children's Readiness for School, NCES 1993-410(Department of Education, National Center for Education Staistics,1993)
53、Shepard L. A,Smith M L. Synthesis of research on school readiness and kindergarten retention. Educational Leadership, 1986,44:78-86
54、Shore,R.(1997).Rethinking the brain:New Insights into Early Development,Families and work Institute,New York
55、Traronotana M G, Hooper S R, Seizer S C, Research on the preschool prediction of later academic achievement: A review. Developmental Review,1988,8:89-146
56、Woodhead,M.(1998),'Quality in Early Childhood Programmes-A Contextually Approprite Approach",International Journal of Early Years Education, Vol.6:5-18