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参考文献一：[1]教育部基础教育司.3-6岁儿童学习与发展指_[M].北京：首都师范大学出版社，2012.[2]Kagan，S，L，amp;Sharon，L，Reconsidering children#39;s early development and lerarning towardcommon views and vocabulary.Report of the National Education GoalsPanel,Washington,DC;ernment Printing Office，1995.[3]Luo et aLAspectral approach to learning structural vations in graphs.i?ecogw/quot;o?，2006(39):l 188-1198.[4]葛明贵.小学生学习品质特征的差异诊断[J].上海教育科研，1999 ( 7)[5]曹正善.能动性学习品质研究体系的分析[J].四川师范大学学报，2007 (7)[6]黄莲花.培养学习品质推进素质教育[J]?柳州师-专学报，2000 (2)[7]汪乾荣，姚天勇.优化教育途径培养学习品质——quot;学习与学习品质研究“中期报告[J].南通师范学院学报(哲学社会科学版)，1999 (1)[8]Sharon Lynn Kagan: Young Children and Creativity Lessons from the National Education GoalsPanel,2003[9]郑秉枷.论学习教育[M].天津：天津社会科学出版社，1996[10]葛明贵.试论学习品质训练[J].教育理论与实践，1998(4):44 - 48[11]谬建新主编-学习和学习品质研究[M].南京二河海大学出版社gt;2002[12]曹正善.论学习品质[J].集美大学学报，200U2⑷:14[13]彭贤智.对学习品质的结构与培养策略的研究[J].唐山师范学院学报,2004，(1):75 - 79[14]The Status of School Readiness Indicators in Wisconsin,2003.[15]McDermottP.Agt;Comparative funcations of preschool learning styel and IQ in predictingfuture academicperformance.Conteporary Educational Psychology.1984.(9)[16]葛明贵.学习品质作用的交互性与训练的差异性闭.安徽师范大学学报(人文社会科学版),2002(02):109 — 112.[17]Leigh et al.Development and validation of the Preschool Learning BehaviorsScsis.Psychology in thesc/zool,2002(4)353-365.[18]葛明贵，杨永平.小学生学习品质训练的实验研究[J].安徽师大学报(哲学社会科学版),2002(3)367 — 371[19]成子娟，侯杰泰?小学生的智力因素、非智力因素与学业成绩.心理科学,1997，20 (6)[20]沈捷.儿童活动风格初探[D].北京：北京师范大学,2005.[21]李帆.幼儿家庭常规和学习品质的关系研究[D].首都师范大学.2011.[22]汪乾荣，姚天勇.优化教育途径培养学习品质一学习与学习品质研究中期报告[J].南通师范_ 学院学报(哲学社会科学版),1999(01):110 — 113[23]孙艳.5-6岁幼儿学习品质与家庭教养方式的相关研究[D].陕西师范大学,2011.[24]孙蕾.家庭环境对学前儿童入学准备的影响[D].重庆洒南大学,2007[25]王宝华，冯晓霞，肖树娟，苍翠.家庭社会经济地位与儿童学习品质及入学认知准备之问的关系m.学前教育研究，2010(4).[26]李燕芳,吕莹.家庭教育投入对儿童早期学业能力的影响：学习品质的中介作用[J].中国特殊教育,2013,09:63-70.[27]朱君莉.两种音乐教学法在促进幼儿音乐节奏感与学习品质上的教学实验研究[D].浙江师范大学,2012.[28]邬明,李艳.浅谈8贝斯小手风琴教学对幼儿身心发展的促进作用[J].民族音乐,2012,02:124-126.[29]黄姆.在体育活动中关注幼儿学习品质的培养[J].幼儿100(教师版),2013,Z1:33-37.[30]杜雪腾.浅谈游戏中幼儿学习品质发展的可能性——以合肥市某幼儿园晨锻游戏为例[J].学理论,2013,33:298-299.[31]杜林.如何在幼儿园科学教育活动中培养幼儿的学习品质[J].西北成人教育学报,2014,01:96-98.[32]朱落凌.基于学习品质培养的幼儿园有效性数学教育情境创设[J].科教导刊,2013,02:105+163.[33]钟启良.现代教学论发展[M].北京：教育科学出版社,1988.[34]何振丽.探究式科孥教育教学模式初探[D].华中师范大学,2006.[35]刘占兰.学前儿童科学教育[M].北京：北京师范大学出版社，2008[36][美]国家研究理事著,戰守志译.国家科学教育标准[M].上海：科学技术文献出版社，1999[37][美]阿林.普拉特.普莱瑞著，霍力岩等译.幼儿园科学探究教学一一科学、数学与技术的融合[M].北京：教育科学出版社,2009[38]対占兰.《指南》中的幼儿科幸探究——价值取向、目标与实施策略[J].幼儿教育,2013,16:14-16.[39]何亚柳.科学领域中幼儿提问的特点及教师回应策略[J].西华师范大学学报(哲学社会科学版),2007,03:88-91.[40]马瞬琴.幼儿科学探究活动中教师提问的设计[J].学前教育研究,2010,01:47-50.参考文献二：[1]教育部基础教育司数学课程标准研制组.《余日制义务教育数学课程标准(实验稿)》解读.[M].北京:北京师范大学出版社，2002: (6)[2裴娣娜.在追问中把握公开课的现代意义[N]中国教育报2005 (8).[3]张诚.我国中小学公开课类型的研究[D].上海：华东师范大学，2012.[4] [39]陈友娟.幼儿园公开课的研究[D].南京：南京师范大学，2006.[5]《幼儿园教育指导纲要(试行)》.教育部基础教育司组织编写，江苏教育出版社，2002.[6]王廷琼，杨晓萍.美国“幼儿大数学”课程以及对幼儿园数学教育的启示[J]. 2009(7).[7]林泳海，杨赣申.一个新的数学教育的连镜串模式[J]山东教育，2001 (9).[8]王银玲.学前儿童数学教育活动与设计[M].吉林：长春出版社，2013.[9]胡勇军，在游戏中建构幼儿的数学教育[J]、洛阳师范学院报，2005 (6).[10]陈坚越，幼儿数学操作初探[J].教育导刊，2002 (8).[11]张艺林，关于幼儿数学课堂设计的几点思考[J].教育时空，2011 (49).[12]孙锦瑞，数学文化视野下幼儿园数学教育策略研究[D].长春：东北师范大学，2008.[13]郭中然，田毅.提高幼儿园数学操作活动有效性的几点思考[J].教育导刊：幼儿教育，2010， (12)[14]梁慧琳：论幼儿园数学教育活动设计的影响因素[J].晋中学院学报，2008 (05). .[15]张俊：给幼儿园教师的101条建议一数学教育[M].江苏:南京师范大学出版社，2007.[16]陈友娟.幼儿园公开课的研究[D].南京：南京师范大学，2006.[17]母远珍.浅议幼儿园公开课的诊断[J].现代教育科学，2009 (1).[18] [40]冯婉摘.幼儿园观摩教学中教师表演的研究[D].开封：河南大学，2007.[19]母远珍.浅议幼儿园公开课的诊断[J].现代教育科学，2009 (1).[20]赵景辉.公开观摩活动小议[J].当代学前教育，2009 (5).[21] [24] [41]蔡冰夏.“在历练中成长” 一幼儿园新教师执教公开课的感悟与认识[W上海:华东师范大学，2011.[22]李盛.幼儿园公开课的反思[J].四川职业技术学院学报，2012 (5).[23]沈俊，严文琪，宋云梅.幼儿园研讨性公开课存在的问题及解决对策[J].学前教育研究，2011 (3)[25][美]Lisa Burman著，汪寒鹭、李艳菊等译.老师，你在听吗?一幼儿教育活动中的师幼对话[M].北京:中国轻工业出版社，2010.[26]康丹.幼儿园教学活动中教师话语霸权解读与师幼对话构建[J].当代教育论坛，2010(8).[27]林小佩.师幼对话中关于幼儿教师角色定位的思考[J].沈阳教育学院学报，2010(1).[28]孟香云.我一你新型师幼关系的途径探索一知识对话策略U].黑龙江教育学院学报，2007 (4).[29]康丹.幼儿园教学活动中教师话语霸权解读与师幼对话建构[J].基础教育研究，2010(8)[30]叶平枝.试论教育情境下的师幼对话[J]?学前教育研究，2003 (11).[32]刘佳.理解与对话一新型是有课堂互动的构建[J].教学研究，2009，(3).[33]张小莲.浅谈师幼互动的对话氛围与语言运用[J].科教文汇,2010 (1)[34]倪敏.幼儿园课程与教育活动设计[M]北京：中国劳动社会保障出版社，2000.[35]裴娣娜.在追问中把握公开课的现代意义[N]中国教育报,2005 (8).[36]现代汉语规范词典[C].延吉：延边人民出版社，2000.[37]顾明远.教育大辞典[Z].上海：上海教育出版社，1999.[38]肖川.公开课与常规课明[J]青年教师，2006 (10).[39]赫艳.“发声”与“失声” 一幼儿园“公开课”现象研究[D].长沙：湖南师范大学，2011.[40]何莒安.教育活动中的师幼对话一高质量的师幼互动.[J]学前教育研究2003(12).参考文献三：[1]黄希庭.人格心理学[M].台北：台湾东华书局,1998,129.[2]马天雪，明晶.浅析焦虑的产生要素和过程[J].前沿,2008 (2).[3]熊正英,黎远军,绿仙利.焦虑行为学与生物化学研究[M].北京:科学出版社，2013.[4]党彩萍.焦虑研究述评[J].西北师大学报(社会科学版),2005 (7)[5]李焰，王极盛.焦虑理论研究的回顾与展望[J].健康心理学,1999(7).[6]罗敏.焦虑问题的理论研究现状[J].健康心理学,2003 (11).[7]K. 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Effect of anxiety reduction on children#39; s school performance andsocialadjustment.Developmental Psychology, 42(2), 345-349.[15]孙永明，卢咏莉，董奇.父母教育行为的结构及其与小学儿童焦虑情绪的关系[J].心理发展与教育.1998 (3).[16]王欣,苏晓巍，王岩.父母教养方式与子女焦虑水平的相关研究[J].中国心理卫生杂志，2000(5).[17]王美芳，张杰，姚利.母亲心理健康与幼儿焦虑的关系[J].中国临床心理学杂志,2009(2).[18]杜慧婷.小班幼儿父母的育儿焦虑及其受状态焦虑影响的研究[D].上海师范大学.2011.[19] 丁霞gt; 孙磊，方伟军.7-36个月婴幼儿父母育儿焦虑的现状调查研究[J].早期教育(教科研)，2013 (11).[20]张琼，姚树新.学龄期儿童社会适应技能评定量表的初步编制[J].中国心理卫生杂志,2003 (3).[21]全国协作研究组.AAMD适应行为量表在我国的应用[J].中国心理卫生杂志，2000(3).[22]汪文銮,傅根耀.3-7岁儿童社会适应行为研究一行为评定量表内容的初步研究[J].杭州大学学报(自然科学版),1992⑷.[23]付宏.幼儿社会适应能力评价量表[J].早期教育,2000 (6).[24]王星.〈学前儿童心理健康测评量表〉的编制与使用[J].内蒙古师范大学学报(教育科学版),2001 ⑷.[25]杨瑞娟，张秀云.幼儿在园适应性问卷的研制[J].赤峰学院学报(自然科学版)，2012(5).[26]邹卓伶.婴幼儿入园适应的过程研究[D].华东师范大学.2007.[27]吴海霞.母亲教养方式、母子依恋与小班幼儿入园适应的关系研究[D].首都师范大学.2009.[28]范秀娟.小班新入园幼儿适应性情况的调查研究[J].上海教育科研.2001 (3).[29]蔡菡.从生态变迁的角度看入园适应一一从人类发展生态学的视角[J].学前课程研究” 2007(7).[30]黄志敏.小班幼儿新入园分离焦虑研究[D].广西师范大学.2004.[31]宁燕明.新入园幼儿的心理障碍及教育对策[J].新课程小学,2009(12).[32]张博.幼儿入园适应问题的分析及对策[J].幼儿教育,2000(8).[33]郭丽.新入园幼儿保教策略探析[J].幼儿教育，2004 (7).[34]纪红霞.入园适应相关因素解析[J].金华职业技术学院学报,2005(6).[35]张承异地幼儿入园适应性问题浅析[J].山西师大学报(社会科学版),2009 (5).[36] Robert J Coplan,Anne Bowker,Suzanne M. Cooper. Parenting daily hassles,childtemperament and social adjustment in preschool. Early Childhood ResearchQuarterly, 2003(18) :376-395.[37] Rimffl^Kauf?anrl?iantarSara. E,Pattern of family-school contact in preschool andkindergarten. School Psychology Review, 1999.[38]刘昕.幼儿入园焦虑的成因分析及应对对策[J].教育教学研究,2007(10).[39]史文秀.马斯洛需要层次理论视野下的新入园小班幼儿分离焦虑及其缓解[J].内蒙古师范大学学报(教育科学版).2010(10).[40]姚艳杰,尹红雨.新入园幼儿分离焦虑再探[J].中小学教育,2013(5).阅读相关文档:农业毕业论文参考文献农业经济论文参考文献农业毕业论文参考文献格式农业硕士毕业论文参考文献范例农业学毕业论文参考文献范例农业学毕业论文参考文献农业硕士毕业论文参考文献毕业论文参考文献范例科技论文参考文献格式要求与编排论文参考文献著录的项目和格式采购专业论文参考文献大数据论文参考文献范例数学专业毕业论文参考文献统计学论文参考文献范例统计学论文参考文献范本天文学论文参考文献范例统计学毕业论文参考文献范例心理学论文参考文献本科生毕业论文参考文献的引用状况化工毕业论文参考文献范例化学工程毕业论文参考文献化学专业论文参考文最新最全【学术论文】【总结报告】【演讲致辞】【领导讲话】【心得体会】【党建材料】【常用范文】【分析报告】【应用文档】免费阅读下载*本文若侵犯了您的权益，请留言。
关于学前教育专业的英语作文
The Importance of Preschool Education: Shaping the Future GenerationPreschool education, often overlooked in the race for academic excellence, plays a pivotal role in the cognitive, emotional, and social development of young children. It is during this critical phase that children's brains are like sponges, absorbing information and experiences that will shape their future. Preschool education not only prepares children academically but also equips them with the necessary skills and attributes for life-long learning and success.The academic benefits of preschool education are numerous. Children who attend preschool are more likely to have a higher IQ, better language skills, and a stronger foundation in math and science. Preschool provides a structured environment where children learn through play, which stimulates their imagination and creativity. Thistype of learning is not only fun but also effective in engaging children's minds and fostering a love for learning. Moreover, preschool education is essential for social and emotional development. Preschool is a microcosm ofsociety, where children learn to interact with peers, share, negotiate, and resolve conflicts. They also learn toregulate their emotions and develop a sense of empathy and compassion. These skills are crucial for children's success in school and later in life.Additionally, preschool education instills values and ethics that are vital for character development. Children learn to respect others, follow rules, and takeresponsibility for their actions. They also learn toproblem-solve and make informed decisions. These values and ethics form the foundation of a child's moral compass, guiding them through life's challenges and decisions.However, the benefits of preschool education extend beyond the classroom. Preschool teachers serve as role models, providing children with positive examples of behavior and attitude. They encourage children to explore, take risks, and persevere in the face of challenges. This encouragement fosters a growth mindset, where childrenlearn that failure is not permanent and that with hard work and perseverance, they can achieve anything.In conclusion, preschool education is not just about teaching children letters and numbers; it's about shaping the future generation. It prepares children academically, socially, emotionally, and morally, giving them the tools and skills they need to succeed in school and in life. As we invest in preschool education, we invest in the future of our society, ensuring that the next generation is well-prepared, well-rounded, and ready to take on the world. **学前教育的重要性：塑造未来的一代**在追求学术卓越的竞赛中，学前教育往往被忽视，但它在儿童的认知、情感和社会发展中起着至关重要的作用。
学前教育论文英文参考文献
学前教育论文英文参考文献Title: References for Early Childhood Education Research PaperAbstract:This research paper aims to provide a comprehensive list of references for further exploration into the field of early childhood education. It covers a range of topics including child development theories, educational approaches, pedagogy, curriculum design, and assessment methods. The references listed below offer insights from various renowned scholars and researchers in the field, providing a valuable resource for those interested in studying or working in early childhood education.1. Child Development Theories:1.1 Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. Viking Press.1.2 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.1.3 Erikson, E. H. (1964). Insight and responsibility: Lectures on the ethical implications of psychoanalytic insight. W. W. Norton & Company.2. Educational Approaches in Early Childhood Education:2.1 Montessori, M. (1912). The Montessori Method. Random House.2.2 Froebel, F. (1895). The Education of Man. D. Appleton and Company.2.3 Steiner, R. (1923). The Education of the Child. Anthroposophic Press.3. Pedagogy in Early Childhood Education:3.1 Hestenes, L. L. (2001). The project approach: Making curriculum come alive. Charlesbridge.3.2 Katz, L. G., & Chard, S. C. (2000). Engaging Children's Minds: The Project Approach. Ablex Publishing Corporation.3.3 Dewey, J. (1938). Experience and Education. Touchstone.4. Curriculum Design in Early Childhood Education:4.1 Hohmann, M., Banet, B., & Epstein, A. S. (2012). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. Cengage Learning.4.2 Katz, L. G., & Chard, S. C. (2000). Engaging Children's Minds: The Project Approach (2nd ed.). Ablex Publishing Corporation.4.3 Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach. Ablex Publishing Corporation.5. Assessment Methods in Early Childhood Education:5.1 Greenes, C., & Kett, M. (1994). Succeeding with Inquiry in Science and Math Classrooms: A Practical Guide for Teachers and Administrators. Heinemann.5.2 Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.5.3 Pellegrini, A. D., & Bohn, C. M. (2005). The role of recess in children's cognitive performance and school adjustment. Research in Elementary Schooling Online, 6(1), 43-55.Conclusion:The above references provide a solid foundation for understanding key concepts, theories, and practices in the field of early childhood education. They offer valuable insights into child development, educational approaches, pedagogy, curriculum design, and assessment methods. Researchers, educators, and policymakers can benefit from exploring these resources to enhance their knowledge and contribute to the improvement of early childhood education practices.。
学前教育外文文献翻译资料
文献出处：Field T. Emotional wellbeing and childcare quality in preschool education [J]. Child Development, 2015, 6(3): 63-80.原文Emotional wellbeing and childcare quality in preschool educationField TAbstractPreschool age is human social behavior, mood, emotion, personality and cognitive aspects of the key stage of development, is also one of the fastest growing, most plastic time in their life. Preschool education and related research results show that conservation is very important to the individual's physical and mental development, in the person's lifelong development also plays an important role. “Research has shown that high quality pre-school education and care to children's language ability, cognitive ability and the development of social behavior and their later in the long-term school and society's achievements in life has a positive impact. In addition, the pre-school education and care for the development of education, family happiness and social stability and progress also plays an important role. Keywords: pre-school education, child care, mental healthIntroductionSince the 1990 s, preschool education is being paid attention to by the countries all over the world, and gradually become the world's one of the important topics of education reform. Governments through perfecting the legislation of preschool education, increase financial investment and so on, gradually increase the intensity of support for preschool education, and through a series of means and measures, improve the quality of the country's pre-school education, and promote the pre-school education fair. At present, the social education to the health of preschool children, only stay in the range of health, the mental health education, especially to cultivate children's sound personality, including healthy emotion, strong will, coordination behavior, moderate reaction, and normal interpersonal relationship is still insufficient attention.Literature reviewFrancis & and Alan Hayes in the OECD on pre-school education policy project review (2000) review summarizes the development of preschool education in the background, historical origin, the regulations and policy guidance, etc., points out that preschool education is facing many challenges, they think the government should fully realize that children are the future of the country and the importance of preschool education on children development and take measures to improve the quality of preschool education, strengthen the pre-school education and conservation organizations contact with family and community.Alison Elliott in his study of the preschool education - all children to quality and fair path "(2006), analyzes the current pre-school education and care system operation mode, a summary of the results of our predecessors' studies, think should reform of preschool education and care to give their children a better future, and puts forward some reform Suggestions: at the end of the policy on the condition of education and conservation division; Overall, cooperation plan implementation; To establish a national curriculum system, and so on.Mailing says, mental health refers to people for the environment and to each other with the highest efficiency and happy to adapt to the situation. Mental health who can adapt to the external world stable emotion, in all kinds of psychological quality has a pleasant disposition. English points out that mental health is a kind of psychological status of the participants in that case can do good, has the vigor of life, and can fully develop the potential of body and mind, it is a positive case, not just from mental illness.Katz and column think, mental health refers to the person's mood is stable, wisdom and good social adaptation.Jieming bloom in 1964 by the eight children's physical, mental and psychological development of longitudinal study, found that for children aged eight, because in a good environment and grow in the bad environment, both the difference between the IQ of up to 16 points, in order to produce the stand or fall of juvenile stage provide environment for children to a large extent influence the development of their IQ.Sally Tomlinson and Kathy's wedding on child care has carried on the thorough analysis and research. They believe that a country's strategy of early childhoodeducation should be for at least two goals: one is for all the family can put their children in a good environment for the development of education and health; 2 it is to have a good selection of preschool education, and the choice of parents should be able to get respect, etc. Finally they also point out that, in order to achieve these goals, the government should increase the preschool funding projects and adjust tax distribution, to reform the system of state aid in close cooperation and strengthen the central and local, and ensure that investment in young children makes it possible for families to take care of, so that you can let the children to get healthy development.Brian brown in the Choice For Parents, the Best Start For Children - a ten - year strategy For childcare: a Case Study of New Sure Start, UK "(2005), the content of the background, For child care, etc. The analysis and research are discussed in detail. Ann bout and Gordon MacDonald in the Parents and a ten - year strategy for childcare Evaluation: Suggestions for partnership "(2006), this Angle is mainly from the family and community resources, studied the content of the child care.Preschool education in child carePreschool education and conservation organizationsDifferent families can choose according to their own situation and the child's needs a pre-school institutions, also can choose a variety of preschool institutions at the same time. According to various preschool institutions function is divided into three categories: mainly for 3-5 years old children preschool education preschool/kindergarten, mainly provide pre-school children 0-5 years old conservation service conservation organizations as well as the remote areas and children with special needs of mainstream pre-school institutions.Conservation organizations are all day care and home care agencies: the whole facility is mainly geared to the needs of children aged 0 to 5, generally at 7:30 am to 6 PM open, open at least 10 hours a day, five days a week (from Monday to Friday), at least 48 weeks each year; Family day care is to point to by professional nanny in their own homes for children, provide flexible pre-school teaching and care services, including the day of custody, part time and temporary custody hosting, mainly for children aged 0 to 6, family day care nurse to day care in the family registrationsystem, family day care system is responsible for recruiting and training the nanny, conservation of regulatory quality and provide professional advice and support for the parents and information, etc., with a range of pre-school education qualifications of preschool teachers can be independent of the home care system and separate family day care institutions.Quality promotion and certification system and family day care institutions of quality assurance system requirements for the whole day care and family day care for children and they adapt to the development of preschool education and conservation programs, but there is no prescribed course.Preschool education and conservation supervisionAt the federal level, the education, employment, and labor relations department is responsible for the jurisdiction of pre-school education and care of related transaction, its functions are: for the whole day care, family day care, some temporary trustee institution, formulate related policies, through family help office to issue childcare subsidies and child night tax return, overseeing all day care and home care quality certification system and supporting indigenous children's pre-school education; State and territory governments bears the major responsibility for the preschool education and conservation of this area, is mainly responsible for: the jurisdiction of the regulation and funding preschool/kindergarten and some is beyond the scope of the federal government to support conservation organizations, according to the jurisdiction of the pre-school education and conservation organizations set up regulatory requirements, monitor their behavior and issue business licenses.The defects of preschool education and conservation systemIn recent years, more and more studies show that children's first five years of experience, learning, and to the health of their future social development plays a decisive role. Children started from the birth of learning, the federal government will pre-school education from pre-school conservation fund and regulatory practices against the development of children. And in the actual operation, the preschool education and preschool boundaries also gradually tends to be fuzzy. In some jurisdictions, some conservation organizations also provide preschool education forchildren, conservation agencies in 2006 census data show that the country's 2068 is about 48% in the whole facility for meat to provide pre-school education. Because families choose conservation organizations can get the federal government's subsidies, conservation agencies and more on service when asked to meet the needs of the parents, many parents are willing to send children to conservation of preschool education, in 2007-2008, about 526000 children aged 4, including about 200000 in conservation agency preschool education.Preschool institutions no consistent curriculum, teachers' qualification, regulation and support standards, this is bad for children in a variety of transition between pre-school institutions, is unfavorable to the parents to choose the appropriate for children pre-school institutions; And government regulatory requirements also do not take the pre-school institutions especially conservation organizations to provide the quality of preschool education and conservation, leaving many children receive less than high quality pre-school education and care; Layers of government regulation of preschool education and conservation, caused the pre-school education and preservation system policy, funding and develop parties, such as the complexity and multilayered; The federal government and the district government regulatory conservation organizations, and creates some regulatory overlap, increased the regulatory burden of conservation organizations, make a conservation organization staff have to shoulder some of the unnecessary administrative work, and have no time to plan and prepare for children education activities; And the independent regulation of the jurisdiction of preschool education, and the development level and the quality is uneven, unfavorable to pre-school education and conservation of fair; Preschool workers have different qualifications, and many conservation agency workers have no formal qualifications, statistics show, only 7% of the whole day care staff across the country has degree or higher qualifications, 39% of staff have no formal qualifications, this is not conducive to the development of children.ConclusionResearch proves that high quality pre-school education and care to children's language ability, cognitive ability and the development of social behavior and theirlater in the long-term school and society's achievements in life has a positive impact. In addition, the pre-school education and care for the development of education, family happiness and social stability and progress also plays an important role. And the quality is the lifeline of the preschool education career, it is directly related to the level of children's physical and mental development, quality and high quality pre-school education can effectively promote the sound development of children.译文学前教育阶段的心理健康与儿童保育质量Field T摘要学前期是人的社会性行为、情绪情感、性格和认知等方面发展的关键阶段,也是人一生中发展最快、可塑性最强的时期。
当代外国学前教育 英文
当代外国学前教育英文In the rapidly evolving landscape of education, preschool education has emerged as a crucial phase in the cognitive, emotional, and social development of young children. This article delves into the contemporary practices and trends in foreign preschool education, particularly in the Western hemisphere, and explores the implications for early childhood education globally.**The Shift towards Play-Based Learning**In recent years, there has been a significant shift towards play-based learning in preschool education. This approach emphasizes the importance of hands-on experiences and free play in fostering children's creativity, critical thinking, and social skills. Preschools in countries like the United States, Europe, and Australia have incorporated more open-ended play areas, allowing children to explore, experiment, and collaborate freely. This trend recognizes the importance of allowing children to learn through play, rather than traditional didactic teaching methods.**The Integration of Technology**With the rise of technology, preschool education has also seen an increasing integration of digital tools and resources. While the use of technology in preschoolsettings raises concerns about screen time and child development, it also presents unique opportunities for learning. Interactive educational apps, virtual reality experiences, and online collaboration platforms have become common in many preschools, enhancing children's learning experiences and engaging them in innovative ways.**The Emphasis on Inclusion and Diversity**Inclusion and diversity have become central themes in contemporary foreign preschool education. Preschools are increasingly recognizing the importance of providing an environment that is welcoming and inclusive of children from different backgrounds, abilities, and learning styles. This includes creating curricula that reflect diverse cultural perspectives, hiring teachers who represent a range of backgrounds, and implementing inclusive practices that cater to the needs of all children.**The Role of Parents and Communities**In foreign preschool education systems, parents and communities play a crucial role in supporting children's learning and development. Preschools actively engage parents in the educational process, providing opportunities for collaboration and communication. Community partnerships and outreach programs also play a significant role in enhancing preschool education, as they provide additional resources and experiences for children.**Implications for Global Preschool Education**The trends and practices in contemporary foreign preschool education hold important implications for early childhood education globally. The emphasis on play-based learning, integration of technology, and inclusion of diversity can serve as valuable models for preschools in other countries. Additionally, the recognition of the role of parents and communities in supporting children's learning highlights the need for stronger community engagement and collaboration in preschool education systems worldwide.**当代外国学前教育：全球视角**在教育快速发展的今天，学前教育已成为儿童认知、情感和社会发展的重要阶段。
学前教育英文文献
学前教育英文文献学前教育是指为幼儿提供的早期教育和培养，旨在促进幼儿全面发展。
以下是一些关于学前教育的英文文献，供您参考：1. Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975-978.This article discusses the effectiveness of early educational interventions in promoting positive outcomes for children in various areas of development.2. Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing sustaining relationships. Routledge.This book explores the importance of building and maintaining supportive relationships with high-risk children in schools, emphasizing the role of early education in fostering positive connections.3. Zigler, E., & Bishop-Josef, S. J. (2006). The cognitive child versus the whole child: Lessons from 40 years of Head Start. Journal of Applied Developmental Psychology, 27(2), 114-118.This journal article reflects on the lessons learned from the Head Start program over 40 years, highlighting the importance of considering both cognitive and holistic aspects of child development in early education.4. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491-511.This article presents an ecological perspective on the transition to kindergarten,offering a theoretical framework to guide empirical research on the factors influencing successful transitions in early education.5. Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. National Academies Press.This book provides a comprehensive review of research on early childhood education, covering topics such as curriculum, assessment, teacher qualifications, and the importance of family involvement.这些文献涵盖了学前教育的不同方面，包括早期干预的有效性、建立与高风险儿童的关系、认知与整体发展的重要性、过渡到幼儿园的生态视角以及学前教育的课程、评估和家庭参与等。
幼儿园英语教育参考文献
幼儿园英语教育参考文献幼儿园英语教育参考文献1. Ma, G. (2015). A Study on the Strategies in English Teaching for Young Learners in Kindergartens. Journal of Language Teaching and Research, 6(1), 53-58.该文献基于研究数据，给出了一些有用的策略，帮助教师为幼儿园的年幼学习者提供更好的英语教育。
这些策略包括：使用重复和影响力强的课程内容；注重语音和发音的学习；通过游戏和歌曲等互动性教学方法提高兴趣；关注儿童的学习进展以及组织适当的活动等。
2. Wang, Q. (2019). Exploring the Relationship between Motivation and EFL Learning among Chinese Kindergarten Children. Childhood Education, 95(3), 173-180.通过对中国幼儿园的年幼学习者进行调查研究，该文献探究了动机与英语学习之间的关系，并提出了一些有效的建议，以帮助促进孩子的学习动力。
该文献的研究发现，对于幼儿来说，学习英语的成功取决于学习动机的高低以及教育者对学生激励的使用。
要提高幼儿园学生的英语学习动力，教育者可以采用尽可能多的互动活动，如角色扮演和演讲等，以激发幼儿的学习动机。
3. Li, W. (2020). An Investigation into Parents’ Attitudes towards English Education in Kindergarten. Journal of Early Childhood Education Research, 9(2), 29-38.该文献基于对不同家庭家长的调查，分析了他们对幼儿园英语教育的态度和看法。
学前教育外文翻译文献
文献信息：文献标题：Motivations and Barriers in Promoting Preschool Education （推进学前教育的动因与障碍）国外作者：A.Güler Küçükturan，Sadegül Akbaba Altun文献出处：《Kuram Ve Uygulamada Egitim Bilimleri》,2017,17(4):1433–1450字数统计：英文2785单词，15301字符；中文4524汉字外文文献：Motivations and Barriers in Promoting Preschool Education Abstract This study is designed to explore the reasons for sending and not sending preschool age children to preschools at an early age by exploring the motivations for and barriers towards promoting preschool education in Turkey. It aimed to determine various stakeholders’ perceptions, attitudes, and knowledge related to preschool education in order to promote high-quality and comprehensive preschool education. The research was conducted with 224 participants in five cities in Turkey. Qualitative data was collected through individual and focus group interviews and interpreted by content analysis and descriptive analysis. The findings indicated that families put forward the following reasons for sending their children to preschool: preschool education prepares children for school and helps form the habit of attending school, teachers’ efforts in convincing parents to send their children to preschool, providing the care for the children of working mothers with preschool teachers , and preschool helps children develop social behavior. The following factors were reasons families did not send their children to preschool: economic conditions, perceiving the child as too young, concerns over practices at school, perceptions about the mother’s role, and distrust of the transportation system. The results will help decision makers develop policies and strategies to heighten the general public’s awareness of the need for early education, as well as better provide early educationopportunities.Keywords:Preschool education; Motivation; Barrier; Pre-schooling; Dissemination of preschool educationIntroductionResearch is well established in showing that access to a high-quality early childhood education has a direct and permanent effect at every stage of human development (Avila & Baldwin, 2007; Barnett, 2008; Blau & Currie, 2005; Heckman & Masterov, 2007; Reynolds, 1992; Reynolds, Mehana, & Temple, 1995). For this reason, in order to provide early education policies, countries determine their equality in opportunity policies and form new strategies. Many countries regulate their early childhood education practices through the state legislature and as part of the education system according to the socio-political developments of the country. These legislative regulations determine basic core values in areas like curriculum, institutional process, teacher education, personnel requirement, monitoring and finance, and parent-teacher cooperation (Banković, 2014; Karila, 2008; Kuisma & Sandberg, 2008; Sheridan, Williams, Sandberg, & Vuorinen, 2011).Likewise, preschool education and the preschool teacher training system have been changed and developed in Turkey. Even though kindergartens opened before 1908, they became organized and widespread following the Temporary Preschool Law dated 23 September 1913. After two years, the Law Primary school bylaws were issued in 1915.Accordingly, kindergartens were opened, whether attached or unattached to primary schools, in order to provide education for children aged four to seven (Akyüz, 1989; Cicioğlu, 1989). With the opening of kindergartens, the need for trained teachers in these schools arose. In the same year as the issuance of the bylaws, a kindergarten teacher education school providing one year of education was opened in Istanbul, but it was closed after four years of operation in 1919. In this period, 370 preschool teachers were educated (Oğuzkan & Oral, 1987) and preschool education took its institutional place in the education process in real terms.However, for many years, the insufficient quality and quantity of early education, the changing position of women within the family and their active roles in real life due to rapid socio-cultural and economical changes, and, most importantly, the positive impact of early education on a child’s development as proven by educational studies and brain surveys demonstrate the necessity to take certain measures in the early stages of care and education of children.Early education gained f unctionality with the “Preschool Curriculum and Regulations,” “Temporary Teacher Training Regulation,” and “Preschool Regulation,” all of which were issued in 1952 and cover the voluntary education process for students not at elementary school age. Today, early education is given by the Ministry of National Education, Ministry of Family and Social Politics, Ministry of Labor, Universities, and voluntary agencies in kindergartens, implementation classrooms, nurseries, and day care centers for care and educational purposes. This multi-headed structure prevents education from reaching its desired quality level.Educational programs for early education were prepared by the Ministry of National Education (MoNE) and Board of Education in order to give high-quality training to teachers. Program developments were made at various times to troubleshoot and practice new applications that were presented by scientific studies. Accordingly, current education programs were updated under the Education of Early Education Strengthening Project that was introduced by the Ministry of National Education, financed by the European Community, and technically supported by UNICEF. Currently, applied education programs are prepared separately for 0–36 months old and for 37–72 months old. An educational approach based on the Developmental Appropriate Program is adopted. In this approach, it is essential to consider the active participation of the child and the family, suitability of the requirements, and environmental properties. Thus, it aims to raise a child’s behaviors in all development areas to a higher level by meeting his requirements and supporting interactions with each other in his development areas. Teachers who have graduated from the undergraduate program in early education from faculties of education are responsible for the implementation of this program in the preschool educationinstitutes. Training is given in separate classrooms, formed according to their ages (3, 4, and 5). Classes are composed of 20–24 groups of children composed equally of each gender.When the current structure of education in Turkey is assessed in terms of program, equipment, and teacher education, it appears that they have several characteristics in common with EU and OECD member countries. However, even though the starting age for early education in OECD countries varies, if early education is evaluated in terms of schooling rates, 71% of three-year-old children and 86% of four-year-old children participated in this non-compulsory education in 2014. The participation of four-year-old children at 94% was significantly higher in 2016. At least 90% of children aged three to four were enrolled in early childhood education in OECD countries—such as Belgium, Denmark, France, Germany, Island, Israel, Italy, Norway, Spain, and Sweden—and in most of the OECD countries have full enrollment in ECEC for five year olds (Organization for Economic Co-operation and Development [OECD], 2016). Even though the targeted schooling rate is set to 50% for three to five (37–72 months) years of age and 100% for five (60–72 months) years of age in the Ninth Development Plan for the year 2013 and despite all the efforts for promoting preschool education, at the beginning of the academic year of 2015/2016 the schooling rate for Turkey is 11.74% for three years of age, 33.56% for four years of age and 67.17% for five years of age (MEB, 2015). These rates indicate that the desired and targeted levels in early education have not yet been met.However, this transition is not always smooth and fast in nature for major stakeholders, who include preschool age children, their families, teachers, mukhtars, prayer leaders, representatives of the Board of National Education, municipality, and written/visual press. In order to promote preschool education, it is important to determine how those stakeholders perceive what their own attitudes are and what they think of not sending children to preschools. In addition, in order to increase schooling rates to acceptable levels at the preschool level, it is crucial to define and understand the context that policy makers deal with.Therefore, this study has been conducted to determine the stakeholders’motivations for sending or not sending their children to preschool education. The results may inform decision or policy-makers at all levels as they develop policies and strategies to increase the general public awareness of the need for preschool education, as well as provide preschool education opportunities by increasing awareness about how different stakeholders perceive preschool education.MethodThis study was designed as a qualitative case study in order to explore the reasons the participants considered in sending or not sending their children to preschool. Case studies are used for describing an intervention or phenomenon and its real-life context when posing questions like “how” or “why” (Yin, 2003).ParticipantsThe sampling process included criterion and maximum sampling procedures (Patton, 1990). Variables including geographical regions, migration patterns (incoming-outgoing), and schooling rates were considered the main factors affecting preschool education attendance; therefore, based on these criteria, five cities were determined. When selecting the participants, it was also ensured that both rural and urban settlements were represented. Finally, a total of 224 participants representing parents, preschool teachers, preschool students, imams (prayer leaders), mukhtars (head of village or neighborhood), and branch directors of provincial national education bodies (DoPNE) responsible for preschool education were included in the study (See Table 1). Selection of those participants was based on maximum sampling procedures.Table 1 Demographics of ParticipantsParticipantsNumber of ParticipantsAdana Konya Van Erzurum Ordu TotalParents 23 28 25 28 19 123 Mukhtar and imam 5 5 4 4 5 23 Student 15 5 18 5 4 47 Rep from DoPNE 1 2 1 1 1 6 Teacher 5 5 5 5 5 25Total 49 45 53 43 34 224 Data Collection Tools and AnalysisThis study is part of a larger project based on mixed method analysis. In this paper, only qualitative data was used. Qualitative data was gathered from interviews and focus group discussions held with families, mukhtars, imams, preschool aged children, preschool education teachers, representatives from the Ministry of National Education, and representatives from the media.The qualitative data was analyzed through content analysis. Face-to-face meetings and focus group discussions were transcribed and frequently repeated terms and words were determined. While coding the data, these concepts were used as keywords during data coding. After the completion of coding, concepts were determined and grouped under a common theme. Coding procedures were completed by three different researchers. Later on, those codings were compared. Based on the similarities between them, a final decision was made to determine the categories and themes. In order to establish credibility and internal validity, peer debriefing was used throughout the research. Thick description was also used as the validation strategy. The analysis results were reported verbatim from the data along with visual representations.FindingsThis research aimed to determine stakeholders’ reasons for sending or not sending children for preschool education according to a qualitative paradigm. Themes and categories were formed and named according to the emerging patterns gathered from families, mukhtars, imams, and preschool aged children, preschool education teachers, representatives from the Ministry of National Education, and representatives from the media. The themes and categories that emerged are presented in Table 2.Table 2 Themes and Categories in FindingsMotivation BarriersPreparing children for school: “He should get used to school”Contribution to Language Development: “They learn and speak Turkish correctly”Efforts of Convincing: “Their teacher came and asked him to come to school”Women’s Participation in Business Life: “I work; therefore, I send my child to s chool”Transferring the Child’s Care: “S/he shouldn’t stay at home in an ‘overcrowded’ house”Gaining Social Behavior: “He should learn how to share”Economic Conditions: “We couldn’t afford it” Perceiving the child too young: “I pity him” Concerns over Pr actices at School: “They teach the wrong things”Perception about the Mother’s role: “The mother is already home; she can give good care to them” Distrust in Transportation System: “I can’t trust the transportation system”Lack of Knowledge of Preschool Education: “People don’t know the importance and necessity of preschool education in our country”.Conclusion and DiscussionPreschool education has the power to reduce the developmental inequalities of groups at risk as well as to support the healthy development of children. For this reason, countries determine national policies for preschool education. This study, which aimed at determining the barriers to children’s access to preschool education was conducted in cities where the preschool education schooling rate was low. The findings of this study indicate that the problems in promoting preschool education are multifaceted and should be approached from different perspectives. The perceived needs of preparing children for schooling and of children to gain social behaviors, the efforts of convincing campaign through local and central administrations, women’s participation in business life, and the contextual conditions (including economic and social factors) lead families to send their children to preschool. However, the economic conditions, perceiving the child as too young, concerns over practices at preschools, perception about the mother’s role, distrust in the transportation system, and a lack of knowledge of preschool education seem to hinder parents from enrolling their children in preschool.In Turkey, there has been a decrease in schooling statistics in preschool education due to the changes made according to the regulation number 222 dated 01/05/1961. Downgrading the schooling age to 66-month-olds and leaving it up to the parents to decide if their 60-month-old is to start school led to a drastic decrease of schoolingrates from 65.16% in 2011/2012 academic year to 39.72% in 2012/2013 (MEB,2015).This situation can be explained simply by the nature of compulsory education, but it can also be explained with the attitudes of parents who believed that 6 years of age is too early to send their children to preschool. On the other hand, parents’ views of “a child should go to school at the age of 6, it is too early before that age” might lead to a concern that their children would not get any preschool education at all. On the other hand, as also stated among the reasons to send children to preschool education, “gaining sharing behavior,” which could be discussed in terms of emotional regulation, peer acceptance, self-control, and taking precautions. However, it should be noted here that there is a contradiction in this study between the reasons parents posit for sending their children to preschool and their appreciation of year 5 and above as the appropriate age for starting preschool education in this study. This contradiction can be explained by the barriers families face, such as the household budget. Families are requested to contribute tuition since early education is costly and expensive to operate.The finding related to parents’ unwillingness to send their children to preschool at the age of 6 is quite remarkable. The downgrade of compulsory education to 66 months old and families’ perceptions re garding this age level seemed to be the main barriers to early childhood development. The research is well established to show that early childhood education has a tremendous impact on a child’s later development (Carneiro & Heckman, 2003; Cunha & Heckman, 2007; Cunha, Heckman, Lochnerand, & Masterov, 2005; Heckman 2006; Shonkoff & Philips, 2000). It is noteworthy that disadvantaged families and their children would benefit at the maximum level from preschool education and that it helps to bridge the opportunity gaps they suffer from (Halle et al., 2009; Heckman, 2008). In particular, Campbell and Ramey’s (1994) study showed how preschool education impacts children’s cognitive and academic development. Therefore, it is important to take necessary steps to reverse the existing notions about age, to establish the requirement for starting preschool education at earlier ages, and to (re-)educate parents.According to a recent report prepared by the World Bank titled “TheDevelopment and Dissemination of Preschool Education in Turkey,” it has been emphasized that the dissemination of preschool education is only possible by a comprehensive and/or focused approach in practice. The report proposes two models for Turkey: Sweden’s model, which is a model for nationwide practice, and New Zealand’s model, which focuses on earlier childhood education with a special emphasis on minority groups (i.e., Maori). However, in this report, the Chilean model is a more comprehensive model for children under supervision and is a kind of combination of the previous two models (World Bank, 2013). This model aims at both disseminating preschool education and reaching disadvantaged groups. However, several measures must be taken to prevent misapplications and their repercussions, such as negative attitudes about and decreased demand for preschooling. The participants in this study have stated that a determined focus on disseminating preschool education, increasing awareness, meeting the demands, and conducting ongoing assessments are needed. Based on these results, it is suggested that certain measures need to be taken and policies set.中文译文：推进学前教育的动因与障碍摘要本研究的目的是通过分析推进土耳其学前教育的动因和障碍，来探讨将学龄前儿童送到或不送到幼儿园的原因。
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