建构亲密与控制情绪:幼儿教师的情感劳动研究--以北京市3所幼儿园的田野调查为例

儿童抚育从家庭领域走向公共领域,由此诞生了照料和教育儿童的专门职业--幼儿教师。本研究关注幼儿教师职业群体,基于田野调查与访谈,从情感劳动理论视角对其劳动过程进行研究。研究发现,幼儿教师的情感规则包括两方面:一方面,作为照料者,他们被期待付出"像妈妈一样的爱",与幼儿建立起亲密情感联结,并对其进行无微不至的照顾;另一方面,作为教育者,他们需要遵循"温柔而坚定"的情感规则,管理负面情绪的表达,并选择合适的互动方式实现教育目的。本文还讨论了幼儿教师在情感劳动的实践中面临的不同情境以及应对策略,包括工作环境的压力与限制、教师与家长之间部分理念与行为相互冲突背后隐含的期待,分析了园所类型可能对幼儿教师情感劳动产生的影响。     

儿童利益最大化原则在学前教育立法中的落实

在学前教育立法中落实儿童利益最大化原则,应以明确儿童利益最大化原则的合理内涵为前提条件,以在立法中列举评判儿童最大利益的各项要素为重要内容,以建立程序性机制为重要保障。我国《学前教育法草案》还存在弱化儿童利益最大化原则地位、评估儿童最大利益的考量因素过少、缺乏儿童利益最大化原则的程序性保障等不足。我国应当在学前教育立法中凸显儿童利益最大化原则的法律地位,明确儿童最大利益的评估标准与确定机制,制定落实儿童利益最大化原则的程序性机制。     

论学前儿童音乐审美经验的建构

学前儿童具有先天的音乐能力。这是人类音乐性的体现,是人类的一种生存本能和由音乐经验积淀而形成的集体无意识。以此为前提,学前儿童能够通过与音乐作品的互动来建构审美经验。从感知到音乐文本的存在开始,学前儿童以一种主动的态度去理解、阐释音乐,并将所获得的音乐体验内化、再建构,从而形成对某一作品的我自己的审美经验。其后,学前儿童将此经验迁移以形成良好的音乐审美判断和鉴赏能力。在这一过程中,听觉与动觉的相互转换占主导地位。学前儿童音乐审美经验的建构是存在于幼儿、作曲家、社会之间的一种多重交互行为,其结果是建立一种共享体验。     

家园合作共育策略初探

幼儿在幼儿团所受的教育将对他的一生有着重要的影响。然而，教育只靠幼儿园一方面来完成显然是不够的，它要依靠幼儿因、家庭和社会三方面的配合才能发挥最佳的教育效果。只有充分利用家长的教育资源，发挥家长的作用。使家固之间形成合力，才能有效的促进幼儿的和谐发展。     

The effects of adult and peer social initiations on the social behavior of withdrawn and aggressive maltreated preschool children

The effects of programmed peer- and adult-mediated play initiations were compared for socially dysfunctional, maltreated preschool children. An N = 1, alternating treatments design was used to compare these strategies. Two withdrawn nonmaltreated (control), two withdrawn maltreated, and three aggressive maltreated children served as subjects. Dyadic play sessions were videotaped and rated at the completion of the study by naive raters according to an 18-category observation system. Overall, the control children showed no difference in levels of interaction between peer and adult conditions. The withdrawn maltreated children showed a clear preference for interaction with the peer over the adult. The aggressive maltreated children showed a clear preference for interaction with the peer over the adult. The aggressive maltreated children showed a clear preference for interaction with the adult. They also demonstrated a decrease of positive behavior and increase in negative behavior in response to the programmed initiations. Implications of these differential responses were discussed.     

学前教育财政投入立法的思考

当前,学前教育已成为我国整个教育体系的"短板"。社会对"入园难、入园贵"反映强烈,而其根本症结在于学前教育财政投入不足。加快学前教育财政投入立法,明确政府投入的责任和规范政府投入行为尤为必要。学前教育财政投入立法是依法治国、依法治教的必然要求,是保障学前教育健康发展的客观需要,也是规范政府投入行为的现实需求。同时,我国学前教育财政投入立法具有充分的宪法、法律和政策依据,立法的社会基础和经济基础相对成熟。借鉴国外立法经验,我国学前教育财政投入立法大体上应包括总则、学前教育财政投入的来源、学前教育财政投入的分配和使用、学前教育财政投入的执法和监督、学前教育财政投入经费管理和审计、学前教育财政投入的法律责任、附则等基本框架。     

Quantifying Macrophages and Hemosiderin in Pediatric Dura Mater,

Determining the age of a subdural hematoma at autopsy is of great interest for medicolegal purposes. The appearance of pigment‐laden macrophages is often referenced as evidence that the subdural hematoma is 3–4 days old. However, understanding the significance of macrophages and hemosiderin requires understanding the histology of infant dura. Samples of grossly unremarkable dura taken from 17 pediatric autopsies were identified and histologically confirmed to lack subdural neomembrane. CD68 immunostaining and Prussian blue staining was performed. The CD68‐positive cells per high‐power field were quantified, and the presence of iron‐containing cells was recorded. CD68‐positive cells were present in all cases, even in the dural border layer. Iron‐containing cells were identified in 59% of cases, and in the dural border layer in 29%. Therefore, CD68‐positive and iron‐containing cells can be present in pediatric dura without neomembrane or macroscopic subdural hemorrhage, and this requires consideration when estimating the age of a subdural hematoma.     

Implementing the Foundations of Learning Project: Considerations for Preschool Intervention Research

While studies have documented the importance of strong implementation in intervention studies (e.g., see Durlak & Dupre, 2008 Durlak , J. A. , & Dupre , E. P. ( 2008 ). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation . American Journal of Community Psychology , 41 , 327 – 350 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), more information is needed about how to ensure strong fidelity and quality of program implementation when delivering interventions under “real world conditions” and on a large scale. In this article, key lessons in implementing a demonstration and evaluation project known as the Foundations of Learning (FOL) demonstration are presented. Our discussion highlights several key components to the success of the project, including the building of effective coalitions before, and during, the delivery of the intervention to support the implementation process, as well as intensive, collaborative, and multilayered technical assistance provided as the intervention was delivered. Key lessons learned over the course of this project represent some that are highly consistent with prior research on this topic, as well as some that are unique, thus representing new areas for exploration in this burgeoning area of study.     

随迁子女学前教育与流动女性的就业实证研究

本文使用国家人口计生委2011年流动人口动态监测调查数据,采用倾向值匹配的分析方法,研究了随迁子女人园状况对其母亲参与劳动力市场以及就业概率的影响。研究发现,约四成学龄前流动儿童没有入园,而随迁子女难以进入幼儿园对流动女性就业带来显著的负面影响,限制了流动女性参与和成功就业。文章进一步提出了促进流动人口学龄前随迁子女人园状况的政策建议。     

Early Care and Education for Children in the Child Welfare System: Evaluations of Two Training Programs

Despite evidence that early care and education services benefit at-risk children, they remain underutilized by families in the child welfare system. This article describes two training programs developed to educate child welfare and childcare/preschool staff about the importance of early care and education for maltreated children and how to access these services. A combined total of 274 trainees completed knowledge tests about this topic and significant pre- to post-training improvements indicate that both training programs effectively increased participants' knowledge about this important topic. In addition, improvement in self-assessed competency was observed for participants in one program, and positive changes in attitudes and anticipated practice behavior regarding childcare for foster children were observed among participants in the other.