澳大利亞早期兒童教育與保育簡介.ppt

CRICOS No. 00213J,Early Childhood Education and Care in Australia 澳大利亞早期兒童教育與保育 Associate Professor Sue Walker School of Early Childhood, QUT 教授 昆士蘭大學幼教系,Thanks to Pam Koger (QUT) for assistance with presentation 感謝帕姆克羅格(昆士蘭科技大學)為陳述演示提供的幫助,昆士蘭科技大學,Gardens Point campus,Kelvin Grove campus,Brisbane central business district,花園點校區(qū),布里斯班中央商務區(qū),凱爾文格羅夫校區(qū),Early childhood teacher education has been operating for more than 100 years at the Kelvin Grove Campus. 凱爾文格羅夫校區(qū)的幼兒教師教育歷史已逾百年,Byrne (1976),Byrne (1976),The School of Early Childhood at QUT has links with researchers and practitioners in many countries. 昆士蘭大學幼教系與多個國家的研究和實踐人員 建立了聯(lián)系,We live in a global village 我們生活在一個地球村里,Australia 澳大利亞,Estimated resident population of Australia is 22,596,500 people (March, 2012) 澳大利亞居住人口約為 22,596,500人（2012年3月） Population of Queensland is estimated at 4,537,000 (March, 2012) 昆士蘭州人口約為 4,537,000人（2012年3月） Population of children birth -5 years in Australia is approximately 1,450,000 (Australian Demographic Statistics, December, 2011) 澳大利亞0-5歲兒童數(shù)量約為1,450,000（澳大利亞人口統(tǒng)計局，2011年12數(shù)據(jù)）,The State of the Worlds Children (UNICEF, 2012) 世界兒童現(xiàn)狀,We operate in a global context. 我們的工作涉全球。 Children and families are on the move. 兒童和家庭在遷移 Children and families use globalised information systems. 兒童和家庭運用全球化的信息系統(tǒng) Our approach needs to be global AND local. 我們的工作方式不僅需要著眼全球，也需要立足本土,ECEC has been influenced by: 早期兒童保教受到以下方面的影響,Developmental science 發(fā)展科學 Neuroscience 神經(jīng)科學 Educational and social science 教育與社會科學 Human rights 人權(quán) Economic, cost-benefit research 經(jīng)濟成本效益研究,Neuroscience shows: 神經(jīng)科學表明： The childs brain is characterized by plasticity and is changed by experience. 兒童的大腦具有可塑性的特點，并隨著經(jīng)歷發(fā)生變化 Sensory motor and social experience contributes to neural foundations. 感觀運動和社會經(jīng)歷有益于神經(jīng)基礎(chǔ) Early relationships influence social and emotional wellbeing. 幼兒早期的關(guān)系影響其社會幸福感和健康的情感 (Halfon, Shulman Gallagher 2005) （哈爾豐、舒爾曼與霍爾斯坦，2000；加拉格爾 2005）,HM Government (2006). Reaching out: An action plan on social exclusion. Retrieved November 2, 2006 from : .uk/publications This figure compares the brain of a normal 3-year-old child (the image on the left) with the brain of a 3-year-old who has suffered severe environmental sensory-deprivation neglect (the image on the right). The child who has suffered neglect has a significantly smaller brain and has enlarged ventricles and cortical atrophy.47,Differences in brain development following sensory neglect,英國政府（2006） 伸出手：針對社會排斥的行動計劃 . 2006年11月2日： .uk/publications 這張圖片將正常的3歲兒童的大腦（左圖）和患上嚴重環(huán)境感覺剝奪忽略癥的三歲兒童的大腦（右圖）進行了比較。右圖患感覺忽略癥的幼兒的大腦明顯較小，腦室擴大，腦皮層萎縮,患上感覺性忽略癥后，幼兒大腦發(fā)育的差異,三歲幼兒,正常,極度忽略,Investing in quality ECEC has long term benefits 對早期兒童保教的投入會帶來長遠的益處 Starting Strong II (2006) 贏在起跑線上二（2006）,學齡前教育,學校教育,機會成本,職業(yè)培訓,學齡前,學校,離校后,人力資本的投資回報率,表1.9人力資本的投資回報率，最初設(shè)定的投資在各年齡層都是同等的,ECEC is a national and international priority. 早期兒童教育保育是各國以及國際的重點工作,贏在起跑線 二,早期兒童教育保育,經(jīng)濟合作與 發(fā)展組織,“The early years last a lifetime.” (Hertzman, 2004, p.4).,OECD Review of ECEC in 20 countries (1998 2004),經(jīng)濟合作與發(fā)展組織對20個國家的早期兒童保教情況調(diào)查報告（1998 - 2004）,10 Policy Recommendations (Bennett & Tayler) 十項政策建議 (貝內(nèi)特 與 泰勒),social context 社會環(huán)境 well-being, early development and learning 幸福、早期發(fā)展和學習 governance structures 治理結(jié)構(gòu),4. guidelines and curricular orientations 指導方針和課程取向 5. quality pedagogical goals 高質(zhì)量的教學目標,.,6. reduce child poverty 減少兒童貧困 7. family and community involvement 家庭和社區(qū)參與 8. Improve working conditions 改善工作條件,9. quality 質(zhì)量 10. learning, participation, democracy 學習，參與和民主,ECEC is a public good 早期兒童教育與保育 是一項公共財產(chǎn),Australia has its first-ever curriculum framework for children, birth to five years 澳大利亞第一個適用于0-5歲幼兒的課程框架,歸屬，存在與形成,澳大利亞幼兒學習框架,belonging, being, becoming 歸屬，存在，形成,childrens everyday lives 幼兒的日常生活 here and now “此時此地” interdependence 相互依靠 relationships 建立關(guān)系 change in childrens lives 改變幼兒的生活,For families,Belonging is the basis for living a fulfilling life. Children feel they belong because of their relationships with their family, community, culture and place. Being is about living here and now. Childhood is a place for play and fun. Becoming is the learning and development that young children experience. Children start to form their sense of identity from an early age, which shapes the adult they will become.,對幼兒家庭來說,歸屬是充實生活的基礎(chǔ)。幼兒因他們與家庭、社會、文化和地方的關(guān)系而產(chǎn)生歸屬感。 存在是指生活在“此時此地”。童年是充滿游戲和樂趣的階段。 形成是指幼兒的學習和發(fā)展。兒童從幼年就開始形成本體感，從而決定他們成為什么樣的人。,Five learning outcomes: 五大學習目標, a strong sense of their identity 有強烈的本體感 connection with their world 與世相關(guān) a strong sense of wellbeing 有強烈的幸福感 confidence and involvement in their learning 自信和主動的學習者 effective communication skills 成功的交際技巧,Translated for families into: 為不同文化背景的家庭翻譯為以下語言：,Arabic 阿拉伯語 Assyrian 亞述語 Bosnian 波斯尼亞語 Burmese 緬甸語 Chinese 漢語 Croatian 克羅地亞語 Dari 達里語 Dinka丁卡語 Hindi 印地語 Khmer高棉語,Korean 韓語 Macedonian 馬其頓語 Persian 波斯語 Serbian 塞爾維亞語 Somali 索馬里語 Spanish 西班牙語 Tagalog 塔加拉族語 Thai 泰語 Turkish 土耳其語 Vietnamese 越南語,Play is learning 游戲就是一種學習,Play is very important for children. Through play babies and young children explore and learn to understand the world around them they become to communicate, discover, imagine and create.游戲?qū)和瘉碚f非常重要。通過游戲，嬰幼兒探索和了解周圍的世界。他們開始進行溝通，發(fā)現(xiàn)，想象和創(chuàng)造。 “I want my child to have lots of opportunities for creative play.” “我希望我的孩子有很多創(chuàng)造性游戲的機會。”,Relationships are key,Children learn best when they have secure relationships with adults. When children at a very early age develop trusting relationships they feel more confident and able to explore and learn. In early childhood settings, when children feel emotionally secure, they learn through play the skills and understandings they need to interact positively with others and to gradually take on more responsibility. “The learning outcomes are positive and help me to understand how my child is progressing.”,關(guān)系是關(guān)鍵,孩子與大人的關(guān)系穩(wěn)定，他們學得就好。當幼兒在很小的時候就建立信任的關(guān)系，他們就更有信心和能力去探索和學習。在童年早期的環(huán)境中，當幼兒覺得有安全感時，他們通過游戲?qū)W習技能并發(fā)展認識，從而積極地與他人互動，并逐漸承擔更多的責任。 “學習目標是好的，幫助我了解我的孩子是如何進步的?！?The framework helps me to understand how skilled the staff are at my centre and what a support they are to me and my family. 該框架幫助我了解教育中心工作人員的技能水平，以及他們對我和我的家庭起到了什么樣的支持作用。,Australian Childrens Education and Care Quality Agency (ACECQA) is: 澳大利亞兒童教育保育質(zhì)量機構(gòu) （ACECQA） 是,A national body ensuring high quality early childhood education and care across Australia.一個確保澳大利亞高品質(zhì)的早期兒童教育保育的國家機構(gòu)。 A national entity overseeing important changes to early childhood education and care and school age care in Australia. 一個監(jiān)督澳大利亞早期兒童教育保育和學齡兒童保育的國家機構(gòu)。,Functions of the Australian Childrens Education and Care Quality Agency (ACECQA) Include: 澳大利亞兒童教育保育質(zhì)量機構(gòu) （ACECQA） 的功能包括：,To undertake research which informs policies and practices within the Government and early childhood education and care sector 開展相關(guān)研究，對政府和幼兒教育與保育工作予以政策和實踐性的指導 To establish and maintain national registers of approved providers 評估幼教機構(gòu)質(zhì)量及進行登記服務,Functions of the Australian Childrens Education and Care Quality Agency (ACECQA) Include: 澳大利亞兒童教育保育質(zhì)量機構(gòu) （ACECQA）的功能包括:,To publish, monitor and review ratings of approved education and care services 發(fā)布、監(jiān)控以及審查獲批幼兒教育與保育機構(gòu)的評級 To publish guidelines and resources to support services, parents and the community in understanding quality in relation to education and care services 發(fā)布綱要和資源，支持幼教機構(gòu)、兒童父母以及社區(qū)更好理解什么是優(yōu)質(zhì)的早教機構(gòu),Five levels: 五個等級：,Excellent 優(yōu)異 Exceeding National Quality Standard 高質(zhì)量，超過國家質(zhì)量標準 Meeting National Quality Standard 達到國家質(zhì)量標準 Working towards National Quality Standard 達到經(jīng)營要求，朝國家質(zhì)量標準努力 Significant improvement required. 需花大氣力整改,/ /./index.htm /./index.htm /./art/index.html /helpinghands/yorkstreet/index.ssf/. /activities .au/competitions/win-a-c. ww