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。
幼儿园双语教学文献综述 资料
幼儿园双语教学文献综述【】At present, Kindergarten Bilingual Teaching has become a hot topic that cannot be avoided. This paper reviewed the literature over the past decade and found that the current research on kindergarten bilingual teaching at home and abroad mainly focuses on three aspects: feasibility and necessity study, practical study and theoretical study.一、幼儿园双语教学的可行性与必要性探讨对于幼儿园双语教学的可行性与必要性探讨，赞成与反对的呼声并存。
1．赞成者的观点（1）幼儿具有外语学习的生理、心理优势。
6岁前儿童具有外语学习的生理优势已得到大量科学研究证实。
陶玉凤在《试论学前儿童的双语教育》一文中介绍了1996年美国康奈大学的研究机构在1996年第一期《自然》杂志上发表的论文，该文指出幼儿在学习外语时，大脑将其储存在“布洛卡区”（即与母语相同的部位），而成年人在学习外语时大脑已无法将外语储存在该区，只能在大脑的另一部位重新建立记忆结构。
因此，成年人学外语的速度慢，掌握得远没有幼儿牢固，也较难形成基于“布洛卡区”的语感。
．幼儿具有外语学习的心理优势表现在：儿童的集体认同感较成人弱，他们敢于在集体面前大胆进行语言交流。
Newport（1991）认为，年龄较小者其认知能力是不成熟的，正是这种认知的不成熟性才有利于语言的学习。
（2）双语教学能够促进幼儿的语言能力、认知能力及其社会性发展。
有关双语儿童语言能力的研究主要集中在：双语处理机制、元语言意识的发展、儿童对第二语言的掌握程度及对新语言（第三语言）的学习能力等四个方面。
儿童性教育外文翻译文献
儿童性教育外文翻译文献文献信息：文献标题：The Existing Approaches to Sexuality Education Targeting Children: A Review Article（针对儿童的性教育的现有方法：综述文章）国外作者：Ganji J, Emamian M H, Maasoumi R, et al文献出处：《Iranian Journal of Public Health》,2017 , 46 (7) :890-898 字数统计：英文2177单词，12737字符；中文3949汉字外文文献：The Existing Approaches to Sexuality Education TargetingChildren: A Review ArticleAbstractBackground:We aimed to assess what is already known about sexuality education (SE)-related policy or practical issues using review methods to search and critically appraise the existing SE approaches targeting children under age 12 yr.Methods: We completed the data collection by an extensive search of the English and Persian published and unpublished literature, evidence from experts in the topic, and by searching citations. The MeSH-terms were sexuality and training, sexuality education and programs or approaches, sexuality and children, sexuality education and parents, sex or sexuality education, sex education and parents or caregivers. A systematic search of medical and health-related databases, the Cochrane Library and Web of Science was undertaken for the years 1970–2015 together with citation searching, reference list checking and recommendations from stakeholders to identify evidence for SE.Results: According to the inclusion criteria, 20 documentswere identified. They were synthesized into three main categories as sexuality-related knowledge, attitudes, and parents' skills to manage children's sexual behavior and related education. Employed approaches to children's sexuality were reported to be effective indeveloping healthy sexual behavior in children. Education was identified as the primary focus of the included packages and guidelines. Parents were recognized as first line educators in SE. However, interventions aiming to improve parents' skills in SE for children were limited. In other words, developing skills in parents, and their competency in children's sexual behavior management were not specified in the existing programs.Conclusion: Parents' skill-building must be the focus of SE programs in order to address children' sexual development goals.Keywords: Sexuality education, Children, Parents, ReviewIntroductionSexuality has physical, social, cultural and psychological dimensions and sexual development is part of human being's life. This dimension, as the other aspects of human development, begins at birth reflected in one's sexual behaviors. Sexual behavior is the result of a deeper and more complex process called ―sexual socialization. In other words, sexual behaviors are not only influenced by biological factors, but they also become complicated through sexual socialization.Children's sexual behaviors are strongly influenced by children's age and by how they have been socialized. Children's sexual socialization is affected by the family and society's belief and their function with respect to sexual matters.Sexual socialization is a process through which children acquire the essential beliefs, attitudes, values, cultural symbols,concepts and meanings on sexuality. In fact, identity formation, role of sex, sexual skills and knowledge acquisition, and development of sexual attitudes are achieved in this process. Family, as the first social group those children belong to from the early years of their lives; is considered the first and the most important factor effective in children's sexual socialization. Children acquire their knowledge, skills, and behavior from home, school and society, and the skills they gain can change their future. Therefore, SE by parents, as one of the main components of sexual socialization, is one of the best strategies for children's sexual health promotion.Sexual behaviors are common in children and more than 50% of children get involved in different types of sexual behaviors before the age of 13. Like other age groups, children need good care, supervision, and education during their sexual development, and their main caregivers are their first line educators.Parents are children's first and foremost teachers in the field of sexuality. Most parents have not received such education and when it comes to SE, they tend to assign to schools what they themselves are not willing to do.In Iran, the majority of parents are not well educated with regard to sexuality-related issues. In addition, there is no school-based sexual health education. As a result, it's hard and fearful for parents to engage their children in conversations about sexuality.Despite the importance of parents' role in SE, they are not adequately prepared to communicate about sexual issues. They are mainly unable to manage properly their children's sexual behaviors. Parents lack the adequate skills in empowering their young children to protect themselves against sexuality-relatedrisks, enjoy sex in adulthood, and get prepared for a healthy and intimate interpersonal interaction.Using comprehensive programs and appropriate strategies for educating children on sexuality seems to be essential. Cultural influences may alter the efficiency of any educational programs. This review aimed to assess what is already known about SE-related policy or practice issue, by using systematic review methods to search and critically appraise the existing SE approaches targeting children under age 12.MethodsIn order to complete this review within a very short time-frame, rapid review methods were used to ensure the efficient identification and synthesis of the most relevant evidence. The following keywords were used for search: sexuality training, sexuality education, sex education, sexual health, skill building, guidelines, packages, and children. Medical Subject Headings (MeSH) were also used. The terms included sexuality education and program or approach, sexuality and children, sexuality education and parents, sex or sexuality education, sex education and parents orcaregivers. A systematic search of medical and healthrelated databases MEDLINE, EMBASE, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), The Cochrane Library and Web of Science, Scopus, Google scholar, SID, Magiran, and Iranmedex was undertaken for the years 1970–2015 together with citation searching, reference list checking and recommendations from stakeholders to identify evidence for SE. The rationale for limiting the review to 1970–2015 was that sex education for children was originated from the Western societies. Many American kindergartens started to implement sexualityeducation curriculum since 1960s, and Sweden implemented sex education for all children and adolescents since 1970.We also searched key organizations and associations including WHO, UNICEF UNAIDS and Ministry of Health in countries such as Canada, Australia, the U.S., and Iran as well as active associations in the field of sexual health for children. In cases where the reported results were incomplete, the authors were contacted and asked for further details. The articles and gray documents were assessed based on the inclusion and exclusion criteria.Inclusion criteria were studied design (articles, gray documents, packages and guidelines introduced in the field of SE); outcomes; and population (children aged 0-12); and interventions (designed to improve child sexual development through the provision of relevant knowledge, attitude, and skills of parents). Studies published in English and Persian was included in the study. We excluded programs targeted at the adolescent and the elderly. Duplicate publications of the same study and articles available only in abstract form were also excluded. Studies that met the inclusion criteria were critically appraised to assess their quality. Guideline Evaluation T ool was used to assess study quality. This tool assesses concepts and topics covered (human development, relationships, personal skills, sexual behavior, sexual health, society and culture), accuracy and relevance (information is scientifically accurate; information is up-to-date; information is presented in a way that appeals to young people; information, graphics, and materials represent target populations).Two reviewers separately screened the search results for inclusion using apredefined inclusion criteria form. The guidelines and packages contents were evaluated based on their applications in improving parents' knowledge, attitudes and skills in SE and sexual behavior management for children under 12 yr of age.Ethics Committee of Shahroud University of Medical Sciences approved this review with the ethical code of IR.SHMU.REC.2015.48.ResultsOf 1243 studies initially identified, after some exclusion, 20 studies from different regions of the world were included in our as study shown in (Fig. 1). The packages and guidelines were classified into three main categories based on sexuality-related knowledge, attitude, and skill (Table 1). Employed approaches to children's sexuality were reported to be effective in developing healthy sexual behavior in children. Education was identified as the primary focus of the included packages and guidelines. Parents were recognized as first line educators in SEs. However, approaches regarding improving parents' skills in SE for children were limited in number. In other words, skill-building approaches targeting parents, and parents' competency in children's sexual behavior management were not specified in the existing programs.-Knowledge: provides accurate information about human sexuality, including growth and development, reproductive system, normal sexual behavior, childbirth.-Attitude: offers opportunities for identification of values, beliefs and culture (personal, family, friends, and community).-Skill: promotes the acquisition of skills in relation to competency in children's sexual behavior management, impact on children's moral growth and development, the ability to makehealthy decisions, self-confidence, and sense of comfort with oneself and one's body, understanding of children's normal sexual behaviors, appropriate response to children's sexual questions, identification and reporting of child sexual abuse.DiscussionAlthough valuable and effective packages and guidelines in relation to SE for children were found in this review, feasibility, and possibility of their usage in accordance with the Iranian culture was in question.Although cultural influences may alter the efficiency of any given educational program, the majority of the included packages and guidelines agree on 1) parents' role in SE; 2) education as the primary focus of SE; 3) parents as the primary sexuality educators; 4) attention to the values and culture of every society in SE for children; 5) effectiveness of the educational programs in children's sexuality.However, approaches to improving parents' practical skills in SE for children were limited. In other words, parents' competency in their children's sexual behavior management in day-to-day practice was not the focus of attention in these programs.Some packages and guidelines were designed for parents. There is widespread agreement that parents are children's first and foremost educators and that they play a central role in the development, growth, and management of children's sexual behaviors .This agreement can be found in several studies and guidelines such as Bersamin et al.; Vidourek; Goldman; Sexual Development and Behavior in Children Information for Parents and Caregivers, International Technical Guidance of Sexuality V olume II, Guidelines for Comprehensive Sexuality Education 3RDeditor kindergarten through 12th Grade.In addition to parents' prominent role, some packages and guidelines were found targeting at teachers. For instance, teachers' role in children's sexual health promotion is undeniable, and teachers can play an important role in promoting sexual health and formal school based education can help parents acquire' the related skills and knowledge.Some packages and guidelines have been designed for parents and professionals . Professionals work in the area of promotion of sexual health and education; in particular, curriculum and program planners, and educators in and out of a school setting, policy-makers, and health care practitioners. For parents who support the implementation of a comprehensive SE program, the quality of SE for their childrenwill improve. Parents are given information and knowledge in this field by professionals in order to acquire the essential knowledge since parents does not have access to the appropriate resources. Many resources pay attention to parents' role as sexual educators, emphasize education of parents by professionals as the first sexual health promotion strategy for children, and focus on provision of educational materials for enhancing knowledge, so that adults can easily talk to their children and destroy barriers of negative attitude towards SE for children.In educational packages and guidelines, attention to the values and culture of every society in SE for children has been emphasized, and this has been the strength of these programs. The influence of parents' attitudes has extended well into all stages of life. Sexuality is strongly influenced by family and community norms. As the sexual socialization of children, takes place first at home and then in the society, the role of culture andfamily values is very substantial and overshadows children's sexuality.Many of these programs were related to developed countries where SE for children is widely recognized, yet it remains unacceptable in some countries, and Iran is not an exception. There is a lack of agreement on SE for children in Iran like other conservative societies. In developed countries, children receive formal and informal education by parents, school, and professionals; yet despite Iran's progress in sexual and reproduction health and its movement toward healthy communities as defined by WHO (2004), a formal comprehensive SE for children does not exist.This study has some limitations as most of the packages and guidelines found in this review were stated theoretically. In other words, they were not based on experimental studies.ConclusionThe findings in this review emphasized the importance of SE for children. All programs focus on children's sexual growth and development. Synthesis of the findings reveals that skill building targeting parents are not practically specified throughout the studies, packages or guidelines. A possible explanation is that SE needs to be contextualized through a given society. Building skills for parents in management of their children's' sexuality must be the focus of SE programs. Children' sexual development goals will be achieved if their first line educations become skillful.General principles of these packages and guidelines have generalizability and usability for other countries such as Iran but some details of these packages and guidelines need to be repaired and modified according to the culture of each country. The implications of these findings for intervention design anddevelopment and further research are discussed.中文译文：针对儿童的性教育的现有方法：综述文章摘要背景：我们的目的是评估性教育（SE）的相关政策或实际问题，利用综述的方法来搜索和批判性地评价现有的针对12岁以下儿童的性教育方法。
学前教育专业文献
学前教育专业文献作为教育领域的一个重要分支，学前教育一直备受关注，有着越来越多的专业人才涌入。
与此同时，学前教育专业文献也得到了广泛的积累与研究。
在这篇文章中，将分步骤阐述学前教育专业文献的相关内容，从而更深入地了解这个领域。
第一步，梳理学前教育专业文献的研究重点。
在学前教育领域，研究的方向多样，包括儿童认知与语言发展、儿童社会情感和行为发展、幼儿教育环境和教育评估等。
因此，学前教育专业文献的研究重点也涵盖了这些方面，旨在引导幼儿教育的实践与理论进步。
第二步，介绍学前教育相关研究领域的主要文献类型。
学前教育专业文献以期刊、论文、研究报告、书籍等为主要类型。
其中，一些著名的国外期刊，例如Child Development、Journal of Educational Psychology、Early Childhood Research Quarterly等，都有着世界各地学者的投稿和发表。
而在国内，例如《幼儿教育研究》、《中国早期教育研究》、《小学教育》等期刊和书籍也得到了较高的重视和引用。
第三步，探讨学前教育专业文献对教育实践与理论的影响。
学前教育专业文献在幼儿教育实践中起到了重要的引导和指导作用。
例如，一些著名的幼儿教育教材和教学设计都是通过对学前教育专业文献的研究和借鉴制定的。
同时，学前教育专业文献也对幼儿教育的理论研究、教育政策设计和教育评估等方面产生了很大的影响，推动学前教育领域的发展。
第四步，总结学前教育专业文献的发展趋势。
随着学前教育逐渐成为“崇尚科学”的时代课题，学前教育专业文献也呈现出多样化、开放化、国际化、实践化的发展特点。
这对于推动学前教育实践的发展，提高幼儿教育的质量和效果具有重要的意义。
综上所述，学前教育专业文献是学前教育领域的重要组成部分，具有很高的学术价值和现实意义。
通过深入了解和研究学前教育专业文献，我们可以更好地引导和指导幼儿教育的实践和理论进步。
同时，也可以促进学前教育领域的发展和完善，走向“科学、健康、活泼和幸福”的幼儿教育新时代。
外国 幼儿园音乐课程的文献
外国幼儿园音乐课程的文献在国外的幼儿园中，音乐课程往往被视为儿童教育中至关重要的一部分。
音乐不仅可以提高儿童的听觉能力，它还可以激发他们的创造性和表现力。
因此，幼儿园音乐课程的发展已经成为了国外教育行业的一个重要领域，许多研究学者也对此进行了深入的探讨，我们在此汇总了一些相关研究的文献。
1. "The Importance of Music Education for Young Children" (By: Linda Lohr)这篇文章谈到了音乐对幼儿发展的积极影响，并探讨了幼儿园音乐教育的重要性。
作者指出，通过音乐教育，幼儿不仅能够提高他们的听觉能力，更重要的是，他们可以发展创造性、表现力和自我表达能力，并促进他们的社交和情感发展。
此外，该文章还介绍了一些前沿的音乐课程和教材，以帮助幼儿教师更好地组织音乐课程。
2. "Music in Early Childhood Education" (By: The National Association for Music Education)这篇文章由美国国家音乐教育协会撰写，介绍了音乐在幼儿早期教育中的重要性。
它指出，幼儿时期是音乐教育的关键时期，因为这个阶段的儿童非常容易受到音乐的影响。
文章进一步讨论了幼儿园音乐课程的核心内容，例如唱歌、舞蹈、听歌和玩乐器等。
此外，该文章还探讨了如何将音乐课程与儿童发展的其他方面结合起来，以提供更全面的教育体验。
3. "Early years and music: A review of current research literature" (By: The Music Education Council)这份报告汇总了各种研究和文献，介绍了音乐教育对幼儿早期发展的影响。
它指出，音乐教育可以提高幼儿的语言能力、认知能力、感知能力和情感发展。
报告还探讨了幼儿园音乐教育的核心任务，例如确定适当的教学方法和教具，以及培养儿童对音乐的兴趣和乐趣。
学前教育参考文献论文
学前教育参考文献论文考文献为撰写或论文和著作而引用的有关文献信息资源，下面是为大家的学前教育论文参考文献，欢送参考~篇一：学前教育论文参考文献★皮连生著的《智育心理学》，人民教育出版社，1996。
★吴立岗著的《教学的原理模式和活动》，广西教育出版社，1998。
★朱家雄主编的《幼儿家庭教育大全》，中国林业出版社，1990。
★顾明远主编的《教育大辞典(1)》，上海教育出版社，1991。
★靳玉乐著的《现代课程论》，西南师范大学出版社，1995。
★邵瑞珍著的《学与教的心理学》，华东师范大学出版社，1995。
★方明编著的《家园合作提高幼儿素质》，科学普及出版社，1997。
★卢乐山等主编的《中国学前教育百科全书》，沈阳出版社，1995。
★南京师范大学教育系主编的《教育学》，人民教育出版社，1986。
★华中师范大学等五院校编写的《教育学》人民教育出版社，1984。
★徐学莹等主编的《外国幼儿教育简史》，四川民族出版社，1997。
★刘克兰主编的《现代教学论》，西南师范大学出版社，1996。
★李季湄、肖湘宁著的《幼儿园教育》，北京师范大学出版社，1997。
★袁衍喜编著的《幼儿园活动教程》，高等教育出版社，1995。
.fz173.学前教育论文参考文献。
★黄人颂著的《学前教育学》，人民教育出版社，1995。
★华东七省市等编写《幼儿教育学》，上海教育出版社，1993。
★全国统编的中等幼儿师范学校教材《幼儿教育学》，人民教育出版社，1987。
★李瑞英编写的广西幼儿教师继续教育教材《幼儿教育改革与实践》，1998。
★民大学复印刊物《幼儿教育》1990~1998。
篇二：学前教育论文参考文献[1] 高敏.幼儿英语教育[M].上海：华东师范大学出版社,xx[2] Flege(1987).A critical period for learning to pronounce foreign language .Applied Linguistics.1993.[3] [意大利]蒙台梭利.任代文主译校.蒙台梭利幼儿教育科学方法[M].北京：,人民教育出版社，1993年版.[4] 吴牧之.学前儿童英语教育研究综述[J].中国双语教育网,xx.[5] [美国]乔姆斯基.乔姆斯基语言哲学文选[M].北京：商务印书馆，1992.[6] 林泳海.幼儿教育心理学[M].北京：商务印书馆，xx.[7] 束定芳，庄智象.现代外语教学—理论、实践与方法[M].上海：上海外语教育出版社，1996.[8] 强海燕，赵琳，西格尔.幼儿英语浸入式教育活动[M].陕西：西安交通大学出版社，2000.[9] 哈默，田贵森.怎样教英语[M].北京：北京外语教学研究出版社，xx.[10] 边静.TPR教学法在儿童英语学习中的运用[M].宿州学院学报，xx.8.[11] 孟云.幼儿园双语教育研究—基于昆明市幼儿园英语教育调查[D].云南:云南师范大学,xx.[12] 狄飞.幼儿英语浸入式教学的研究与试验 [D].甘肃：西北师范大学,xx.[13] 颜晓芳.学前儿童英语启蒙教育的误区[J].广西教育学院学报,xx,4.[14] 仲伟秀.幼儿英语教育存在的问题及解决策略[J].呼伦贝尔学院学报，xx，8.[15] Jack Richard.Longman Dictionary of Applied Linguistics[M]. Longman : Longman press,1985.[16] John Lybolt，Catherine Gottfried.Promoting pre—school Language[M].INTERNATIONAL ACADEMY OF EDUCATION,xx.幼儿教育论文参考文献推荐学前教育论文参考文献学前教育毕业论文参考文献汇总。
学前教育硕士论文参考文献（精选4篇）
学前教育硕⼠论⽂参考⽂献（精选4篇）学前教育硕⼠论⽂参考⽂献（精选4篇） 在学习和⼯作的⽇常⾥，许多⼈都写过论⽂吧，论⽂是讨论某种问题或研究某种问题的⽂章。
那么你知道⼀篇好的论⽂该怎么写吗？下⾯是⼩编收集整理的学前教育硕⼠论⽂参考⽂献，希望能够帮助到⼤家。
学前教育硕⼠论⽂参考⽂献1 [1]中华⼈民共和国教育部.《3-6岁⼉童学习与发展指南》[M].北京:⾸都师范⼤学出版社,2012. [2]李季湄、冯晓霞.《3—6岁⼉童学习与发展指南》解读[M].北京：⼈民教育出版社,2013. [3]中华⼈民共和国教育部指定.《幼⼉园教育指导纲要》[S]北京：北京师范⼤学出版社，2001 [4]刘占兰.学前⼉童科学教育(第2版)[M].北京:北京师范⼤学出版社,2008. [5]施燕.学前⼉童科学教育[M].上海:华东师范⼤学出版社,1999. [6]朱家雄.幼⼉园课程(第⼆版)[M].上海:华东师范⼤学出版社,2011. [7]冯晓霞.幼⼉园课程[M].北京:北京师范⼤学出版社,2000. [8]教育部基础教育司组织编写.《幼⼉园教育指导纲要(试⾏)》解读[M].南京：江苏教育出版社，2002. [9][美]戴维·A·温尼特,罗伯特·A·威廉姆斯等著.刘占兰等译.科学发现——幼⼉的探究活动之⼀[M].北京:北京⼤学出版社,2005. [10][美]戴维·A·温尼特,罗伯特·A·威廉姆斯等著.刘占兰等译.科学发现——幼⼉的探究活动之⼆[M].北京:北京⼤学出版社,2005. [11]朱宗顺主编.学前教育原理.[M].北京：中央⼴播电视⼤学出版社.2011 [12]王微丽主编.幼⼉园区域活动—环境创设与活动设计⽅法.[M].北京:中国轻⼯业出版社，2014 [13]袁爱玲何秀英著.幼⼉园教育活动指导策略.[M].北京:北京师范⼤学出版社,2007 [14]蔡春美洪福财等著.幼⼉⾏为观察与记录.[M].上海：华东师范⼤学出版社,2013 [15]刘占兰编.有趣的幼⼉科学⼩实验.[M].北京.北京师范⼤学出版社，2011 [16]王攀峰著.⾏动研究的理论与⽅法.[M].北京.⾸都师范⼤学出版社,2013 [17]胡惠闵郭良菁编著.幼⼉园教育评价[M].上海.华东师范⼤学出版社,2009 [18]霍⼒岩、孙冬梅等著.幼⼉园课程开发与教师专业发展—⽐较研究的视⾓[M].北京教育科学出版社2006:123 [19]霍⼒岩.学前教育评价.[M].北京.北京师范⼤学出版社.2000 [20][美]RosalindCharlesworthKarenK.Lind著.李雅静等译.幼⼉数学与科学教育(第4版)[M].北京.北京师范⼤学出版社，2011 [21]尼古拉斯凯奇等著,张军红等译.孩⼦的⼀百种语⾔.[M].台北光佑⽂化事业股份有限公司 [22][美]贾珀尔等主编.黄瑾等译.学前教育课程(第三版).[M].上海华东师范⼤学⼤学出版社.2011 [23]秦元东、陈芳等著.如何有效实施幼⼉园主题性区域活动.[M].北京中国轻⼯业出版社.2013 [24]董旭花、韩冰川等著.⼩区域⼤学问—幼⼉园区域环境创设与活动指导.[M]北京.中国轻⼯业出版社.2013 [25]秦元东、王春燕.幼⼉园区域活动新论：⼀种⽣态学的视⾓[M].北京：北京师范⼤学出版社，2008 [26]何艳萍，主编.幼⼉园区域活动的实践与探索[M].北京：北京师范⼤学出版社，2010 [27]董旭花，主编.幼⼉园科学区(室)：科学探索活动指导117例[M].北京：中国轻⼯业出版社，2011 [28]陈帼眉，刘焱主编.学期教育新论.[C].北京：北京师范⼤学出版社，1996 [29]王海英著，学前教育社会学.[M].南京：江苏教育出版社，2009 [30]刘晓东、卢乐珍等著，学前教育学(第⼆版).[M].南京：江苏教育出版社，2009 [31]蔡迎旗著，学前教育概论.[M].武汉：华中师范⼤学出版社，2006 [32]董旭花、刘霞等编著，幼⼉园⾃主性学习区域活动指导.[M].北京：中国轻⼯业出版社，2014 [33]杨娟.⼤班幼⼉戏剧⼯坊的⾏动研究.[D].南京师范⼤学硕⼠学位论⽂,2012 [34]王和琴.幼⼉园个性化美术活动的⾏动研究.[D].南京师范⼤学硕⼠学位论⽂,2011 [35]欧晓燕.幼⼉园性教育实施的⾏动研究.[D].西南⼤学硕⼠学位论⽂.2012 [36]黄海燕.少数民族服饰融⼊幼⼉园课程的⾏动研究.[D].西南⼤学硕⼠学位论⽂.2012 [37]刘彤.幼⼉园科学探究活动教师指导语运⽤策略研究[D].西北师范⼤学硕⼠学位论⽂,2009. [38]史孚.幼⼉园探究性学习活动及其指导策略研究[D].东北师范⼤学硕⼠学位论⽂,2007. [39]李槐青.当前幼⼉园科学教育中的问题及对策研究[D].湖南师范⼤学硕⼠学位论⽂,2006 [40]朱⾦玲.幼⼉园中班科学教育活动教师指导研究[D].河北⼤学硕⼠学位论⽂,2011 总之，做任何事情都要注重每⼀个细节。
国外学前教育实践文献
摘要：本文从国外学前教育的实践出发，分析国外学前教育的发展历程、教育理念、课程设置、教学方法以及师资培养等方面，为我国学前教育的发展提供借鉴和启示。
一、引言学前教育是人生发展的关键时期，对幼儿身心健康发展具有重要意义。
近年来，我国学前教育事业取得了显著成果，但与国外发达国家相比，仍存在一定差距。
本文通过对国外学前教育实践文献的分析，旨在为我国学前教育的发展提供有益借鉴。
二、国外学前教育发展历程1. 英国：英国学前教育起源于19世纪末，以福禄贝尔、蒙台梭利等教育家为代表，形成了以游戏、体验为主的教育理念。
20世纪60年代，英国开始实行全面普及的学前教育，形成了较为完善的学前教育体系。
2. 美国：美国学前教育起源于20世纪初，以杜威、约翰逊等教育家为代表，强调个体差异、自主学习。
20世纪80年代，美国实施《不让一个孩子掉队》法案，加大对学前教育的投入，提高学前教育质量。
3. 澳大利亚：澳大利亚学前教育起源于19世纪末，以幼儿为中心的教育理念逐渐形成。
20世纪90年代，澳大利亚实施《早期教育改革》计划，强调家庭、社区与学前教育机构的合作。
4. 荷兰：荷兰学前教育起源于17世纪，以哈恩、库尔曼等教育家为代表，强调游戏、自由、创造。
20世纪70年代，荷兰实施《学前教育法案》，确立了学前教育在国民教育体系中的地位。
三、国外学前教育教育理念1. 英国：强调个体差异、自主学习、全面发展。
2. 美国：注重个体发展、创新思维、社会实践。
3. 澳大利亚：倡导家庭、社区与学前教育机构的合作，关注幼儿情感、认知、社会性发展。
4. 荷兰：重视游戏、自由、创造，关注幼儿身心健康。
四、国外学前教育课程设置1. 英国：以《早期基础阶段》课程为核心，涵盖语言、数学、科学、艺术等领域。
2. 美国：以《儿童早期学习与发展》课程为基础，注重个体差异、自主学习。
3. 澳大利亚：以《早期教育框架》为指导，强调家庭、社区与学前教育机构的合作。
幼儿英语教育论文参考文献
参考文献[1] 高敏．幼儿英语教育[M]．上海：华东师范大学出版社,2007[2] Flege(1987)．A critical period for learning to pronounce foreign language ．Applied Linguistics．1993．[3] [意大利]蒙台梭利．任代文主译校．蒙台梭利幼儿教育科学方法[M]．北京：,人民教育出版社，1993年版．[4] 吴牧之．学前儿童英语教育研究综述[J]．中国双语教育网,2004．[5] [美国]乔姆斯基．乔姆斯基语言哲学文选[M]．北京：商务印书馆，1992．[6] 林泳海．幼儿教育心理学[M]．北京：商务印书馆，2007．[7] 束定芳，庄智象．现代外语教学—理论、实践与方法[M]．上海：上海外语教育出版社，1996．[8] 强海燕，赵琳，西格尔．幼儿英语浸入式教育活动[M]．陕西：西安交通大学出版社，2000．[9] 哈默，田贵森．怎样教英语[M]．北京：北京外语教学研究出版社，2002．[10] 边静．TPR教学法在儿童英语学习中的运用[M]．宿州学院学报，2007．8．[11] 孟云.幼儿园双语教育研究—基于昆明市幼儿园英语教育调查[D].云南:云南师范大学,2006.[12] 狄飞.幼儿英语浸入式教学的研究与试验[D].甘肃：西北师范大学,2001.[13] 颜晓芳.学前儿童英语启蒙教育的误区[J].广西教育学院学报,2004,4.[14] 仲伟秀.幼儿英语教育存在的问题及解决策略[J].呼伦贝尔学院学报，2006，8.[15] Jack Richard．Longman Dictionary of Applied Linguistics[M]. Longman : Longman press,1985．[16] John Lybolt，Catherine Gottfried．Promoting pre—school Language[M]．INTERNA TIONAL ACADEMY OF EDUCATION,2003．。
小学教育外文翻译文献
文献信息：文献标题：Use of Information and Communication Technologies in Primary Education – A Case Study of the Czech Republic（信息通信技术在小学教育中的运用——以捷克为例）国外作者：Hlasna P, Klímová B, Poulova P文献出处：《International Electronic Journal of Elementary Education》, 2017,9(3):681-692.字数统计：英文2800单词，14161字符；中文4767汉字外文文献：Use of Information and Communication Technologies in Primary Education – A Case Study of the Czech RepublicAbstract The aim of this research study is to explore the use of information and communication technologies (ICT) in classes at the first stage of primary schools, specifically in the Czech Republic. Firstly, the authors discuss the current state of this research issue, and secondly, they describe their own research which should clarify how, why and how often the teachers at the first stage of primary schools use ICT in their teaching. The findings indicate that although more than 50% of the teachers at primary schools use ICT in their teaching on a daily basis, they need further continuous methodological training which would contribute to their effective use of ICT in classrooms. The results also showed that the teachers who had participated in a methodological course on ICT use appeared to implement ICT in their classes more than those who had not attended such training. In addition, the results revealed that the use of ICT was not influenced by the length of the teaching practice and that the use of ICT still did not have any impact on the relationship between the teacher and his/her pupils and among pupils themselves. Nevertheless, the results suggest that there should be ample and continuous trainings which would ensure that teachers haverelevant competences for using ICT in their classrooms.Keywords: Education, Teachers, ICT, Primary schools, Case studyIntroductionAt present, modern information and communication technologies (ICT) penetrate in all spheres of human activities, including education, in order to increase effectiveness and quality of teacher’s work. In fact, ICT are n ow an inseparable part of children’s lives. They consider them as natural as breathing (Prensky, 2004). Therefore, schools at all educational levels try to incorporate them in their curricula. Research connected with the use of ICT in education has already run for more than 40 years (cf. Baytak, Tarman, &Ayas, 2011; Brdicka, 2003; Collins, 1996; Domingo & Gargante, 2015; Murphy et al., 2003). Research evidence reveals that ICT have a positive impact on learning, especially in primary education (Badia et al., 2014; Inan & Lowther, 2010; or Van Braak et al., 2004).Frydrychova Klimova (2012) lists several benefits of the use of ICT on learning, which is also true for primary education:•learning concentrates rather on the learner than a teacher;•learning becomes more personalized;•learning becomes on the one hand more independent, on the other more collaborative and interactive;•learning can happen at any place and any time;•learning is enriched with more up-to-date materials, which can be tailored acco rding to students’ immediate needs;•thanks to multimedia activities, learning becomes more varied and dynamic;•learning requires critical thinking;•learning becomes more culture conscious.The importance, efficacy and usefulness of ICT in primary education have been also reflected in many cross-national and national comparative research studies such as Computers in Education (COMPED, 1989-1992), Second Information Technology in Education Study (SITES, 2006), or Study of the Impact of Technology in PrimarySchool (STEPS, 2007). The latest international research study conducted in the area of primary education was International Computer and Information Literacy Study (ICIL, 2013). In the Czech Republic, the most significant project in this field was the pro ject on Information and Communication Technologies in Everyday Teacher’s Work (Zounek & Sedova, 2009). The research project was performed only in one region of the Czech Republic and focused on the teacher’s attitude towards technologies. The results of the project were as follows:•teachers perceive ICT in their teaching as a good opportunity or as a recognized necessity;•teachers used ICT in a traditional way, i.e., for testing and explanation of the study material;•relationship between pupils and teachers still remain traditional in the new technological environment;•teachers incorporate ICT into their teaching due to their popularity among pupils, not for the didactic purpose;•teachers admit not having relevant ICT skills and an overview of materials and applications used in the teaching enhanced by ICT.Research (Kiper & Tercan, 2012) also indicates that especially the present novice teachers, at primary schools are willing to use ICT in their teaching, however, they need asystematic methodological input on the use of ICT in primary education. In addition, most of the schools still have a lack of teachers who would possess superior user or administrator skills (Annual Report of the Czech School Inspection, 2011; 2012).Thanks to the EU projects, basic and secondary schools are now relatively well equipped with modern ICT. This is also confirmed by annual reports of the Czech School Inspection (Annual Report of the Czech School Inspection, 2011) and European Schoolnet (Czech Republic Country Report on ICT in Education, 2011). ICT form an inseparable part of basic education, used as an instructional tool, s learning tool and as a schoolsubject.The subject ICT is taught once a week for 45 minutes (1 lesson) at primary schools (RVPZV, 2007).The purpos e of this study is to explore teachers’ attitude towards the use of ICT at the first stage of primary schools in the Czech Republic. Firstly, the authors discuss the current state of this research issue in the countries of the European Union and secondly, they describe their own research which should clarify how, why and how often the teachers at the first stage of primary schools use ICT in their teaching.Research questions, hypotheses, phases and methods of the research The aim of this research study was to find answers to the following three research questions:1.Does the length of teaching practice of the teachers at the first stage of primary schools influence the frequency of the use of ICT in teaching?2.Does further education of the teachers at the first stage of primary schools have an impact on the frequency of the use of ICT in teaching?3.Do the relationships between the teacher and pupil and among pupils themselves change as a consequence of the use of ICT during lessons?On the basis of the research questions stated above, the following two hypotheses were defined:Hypothesis A: Younger teachers (less experienced) use ICT more often than older teachers (with a longer teaching practice).Hypothesis B: Teachers of the first stage of primary school who participated in an ICT training use ICT in teaching more than the teachers who did not participate in such a training.The research started in September of 2010 and finished at the end of the year 2015. Consult Fig. 1 below for the research timeline.Figure 1. Research timeline (authors’ own processing)The research was performed in five phases, which are described together with the methods used for the analysis of the research issues.Phase 1Phase 1 involved a comparative analysis of the use of ICT in the subject Man and His World in the fourth and fifth grades of the basic school. The teachers of this subject at five basic schools in Hradec Kralove were interviewed and on the basis of these interviews, a pilot questionnaire was made.Phase 2The pilot questionnaire was finalized. This questionnaire was partially based on already validated and used questionnaire made by Zounek and Sedova (2009). The questionnaire as a research tool was statistically processed and its reliability was set at 0.71 (Cronbach Coefficient Alfa).The pilot version of the questionnaire was distributed among randomly selected 15 part- time students (future teachers of the first stage of primary education, out of which 13were females and 2 were males at the age of 25-51 with the teaching practice between 2 and 26 years) at the University of Hradec Kralove. The questionnaire consisted of 15 closed and 4 open questions. Smaller insufficiencies in the questionnaire were removed and the newly modified questionnaires could be distributed.Phase 3The questionnaire was distributed into 230 basic schools in the region of Hradec Kralove. Altogether 135 respondents returned the filled in questionnaire. 129 were females and 6 were males at the age of 26 –60 years with the teaching practice between 3 months and 40 years.The aim of the questionnaire was to discover:•in what ways the teachers use ICT;•how often they use ICT in their classes;•how ICT are applied in classes;•to what extent ICT influence teaching;•to what extent ICT penetrate into the relationship between the teacher and pupil and among the pupils themselves;•what factors influence the teachers of the first stage at primary schools to implement ICT into their teaching;•what kind of training on ICT the teachers have already had;•whether the age of the teacher influences his/her attitude towards ICT or not.Phase 4Phase 4 involved a standardized observation which was done with the help of interactive analysis based on the observation and evaluation of communication and interaction in the classroom. Out of 53 available observation systems, the authors selected Flanders system of interactive analysis (Flanders, 1970). Flanders set basic activities of a teacher and a pupil. These activities repeat during classes and their mutual proportion during classes characterizes this process. Svatos and Dolezalova (2011) expanded and slightly modified these categories. In addition, Manenova (2012) added one more category which describes a form of pedagogical interaction –a description of silence, chaos in the classroom. All these categories are defined below: •T1 –Teacher accepts pupil’s feelings, behavior, s/he tries to show empathy in a constructive way.•T2 –Teacher evaluates pupils positively, s/he praises pupil’s performance.•T3 –Teacher uses, explains, develops or accepts pupil’s ideas.•T4 – Teacher asks pupils questions which are connected with the study material, working methods or organizational matters.•T5 – Teacher informs, explains or states his/her opinions.•T6 – Teacher gives instructions, orders.•T7 –Teacher criticizes performance, answers or activities of pupils or their behavior.•P1 – Pupil asks questions, s/he seeks support and help at his/her teacher.•P2 – Pupil asks questions, s/he seeks support and help at his/her peers.•P3 –Pupil informs, explains, states his/her opinions –under pressure or influence of his/her teacher.•P4 –Pupil informs, explains, states his/her opinions –out of his/her own activity and motivation.•P5 – Pupil directs, modifies activities of other pupil(s), provides help to other pupil(s).•P6 – Goup work when pupils communicate with each other.•P7 – All class discussion.•P8 – Pupils work independently, without apparent interaction.•O1 – Silence or chaos in the classroom, pauses (slurred communication).Explanation: T – teacher, P – pupil, O - organizationThese data were evaluated both in a quantitative and statistical way. A special program CodeNet developed in the Department of Pedagogy and Psychology of the Faculty of Education at the University of Hradec Kralove was used for the acquisition and quantitative processing of the data. The research ran from September of 2011 till January of 2012. The aim was to discover characteristics of four lessons with the use of interactive board.Phase 5Phase 5 included the evaluation of the results and their comparison with other research studies.ResultsResults of the questionnaireThe findings showed that 99% of the respondents actively used ICT in classes, mainly to stimulate pupils to learn, to test and evaluate pupils and to explain new subject matter. Almost three quarters (75%) of the respondents use ICT very often, 27% several times a week, 15% only several times a months and only 1% never uses ICT in classes. Furthermore, the findings also demonstrated that pupils considered the use of ICT in their classes as an inseparable, normal part of teaching to which they had already got used to.The results of the questionnaire also revealed the fact that 90% of the respondents did not think that the use of ICT would cause a loss of personal, face-to-face contact between the teacher and his/her pupil or among the pupils themselves. 62% of the respondents also reported that they did not believe that the pupils would learn faster with the help of ICT and 51% did not consider their teaching more effective when using ICT.As the findings indicate, the teachers most often exploit ICT for the following activities:•92% of the respondents use ICT to practice and revise the study material;•88% of the respondents use ICT to access pictures, music or demonstration of various phenomena;•66% of the respondents give pupils tasks through ICT;•65% of the respondents use ICT as a tool for the explanation of the new subject matter;•37% of the respondents use ICT to test pupils;•4% of the respondents let pupils study the new material with the help of ICT (e.g., with the help of computer tutorials, the Internet or a video film).Table 1 below then illustrates the type of ICT the teachers use in their preparation for classes as well as during classes.Table 1. ICT used in the preparation for classes and during classes Interactive board 83 %Internet 91 % Data projector 43 % CD player 84 % Television 25 % Video 41 % MP3 player 14 % Printer connected to the computer 64 % Scanner 33 % Video camera 9 % Dictaphone 1 % Computer 80 % Tutorials and encyclopedias on CD or DVD 84 % Digital camera 51 % Programs for the preparation of presentations 64 %In addition, 70% of the respondents stated that they considered ICT as a nice change in their teaching, 36% of the respondents as a necessity and 2% of the respondents as an unnecessary tool for their teaching.The findings also showed that the teachers were mostly stimulated to use ICT by their family (50% of the respondents) or by the training paid by their employer (64% of the respondents). Only 7% of the respondents were motivated by their study at a university and 17% of the respondents attended the ICT course at their own expense. Moreover, almost 86 % of the respondents reported that they developed all teaching materials (presentation, text files) themselves. 89% of the teachers used the Internet to search for new materials. 90% of the teachers use materials bought by their school. Interestingly, 41% of the teachers did not use the materials developed by their colleagues95% of the teachers use ICT for communication with their colleagues, pupils and their parents. More than 60% of the respondents participated in some training on the use of ICT.Summary of the resultsThe research showed that more than a half of the respondents used ICT on a daily basis, mainly in the teaching of Czech language and mathematics. The most exploited ICT included the interactive board, the Internet and tutorials. The teachers perceived ICT as a nice change in their traditional classes and as an interesting activation and motivation for their pupils. Only 2% of the respondents considered ICT useless for their teaching. 36% of the respondents perceived ICT a necessity due to the present pressure on information literacy. 98% of the teachers evaluate the use of ICT ineducation positively. Therefore it is surprising that they did not think that ICT had a significant effect on the increase of the effectiveness of teaching. The survey also revealed that ICT would negatively influence their attitude to pupils or among pupils themselves. The results also showed no impact of the length of the teaching practice on the use of ICT in teaching. Nevertheless, those who attended the methodological course on ICT used ICT in their classes more often than those who participated only in the basic or advanced ICT training.ConclusionBoth theoretical and practical findings indicate that the teachers at primary schools flexibly react to the present changes in education which are connected with the use of ICT in teaching. In fact, ICT have become an inseparable part of their everyday educational practice. They offer teachers a number of new didactic tools of high quality. Nevertheless, there should be more training on the effective use of ICT in primary education which would ensure that the teachers have relevant competences for using them in theirclassrooms. In addition, there should be more encouragement and support to increase teacher s’ motivation to improve the level and quality of ICT in their teaching (Uluyol & Sahin, 2016) since it is the teacher who by his/her approach and professionality decides about the benefits and their impact on the quality of teaching. As Higgins et al. (2012) say, it is the pedagogy of the application of ICT in the classroom which is important: the how rather than what.中文译文：信息通信技术在小学教育中的运用——以捷克为例摘要这项研究的目的是探讨信息通信技术（ICT）在小学课程中的应用，特别是在捷克共和国。