以“互联网+”促进学前教育信息化建设

云计算、大数据、人工智能等技术的快速发展，有力地促进了“互联网+教育”的普及和应用。学前教育作为“互联网+”的重要应用领域，可以充分地利用人工智能、物联网、大数据等技术，实现学前教育硬件设备的互联互通，利用大数据搜索与推荐学前教育资源，基于人工智能开发可视化、虚拟化的学前教育课程，培养儿童的学习积极性和主动性，让学生养成一种良好的学习习惯，具有重要作用和意义。     

The effectiveness of adaptive versus non-adaptive learning with digital educational games

For the training of academic skills, digital educational games with integrated adaptivity are promising. Adaptive games are considered superior to non-adaptive games, because they constantly assess children's performance, and accordingly adapt the difficulty of the tasks corresponding to the children's individual level. However, empirical evidence with regard to the effectivity of adaptive compared to non-adaptive games is limited. A study was conducted with 191 children from the third year of Kinder garten who were enrolled in one of three conditions, that is, playing an adaptive version of the reading game (RG), a non-adaptive version of the RG or training with pen-and-paper exercises. In all three conditions, children trained emergent reading (phonological awareness and letter knowledge) once a week for 30 min over a period of 5 weeks. Children's performance on cognitive (phonological awareness, letter knowledge, reading fluency) and non-cognitive (motivation, self-concept) factors was assessed. Results revealed a significant improvement in phonological awareness and letter knowledge in all conditions. However, no differences between the conditions were observed with respect to children's improvement on phonological awareness and letter knowledge or on their post-test scores for reading fluency. With regard to motivation and self-concept, again, no differences in these non-cognitive factors were observed across conditions.     

Natural food mastication capability in preschool children according to their oral condition: A preliminary study

This study investigated, for the first time, the masticatory capability of preschool children using natural foods, and the impact of an early oral health alteration (early childhood caries: ECC) on the granulometry of ready-to-swallow food boluses. Thirteen children with ECC were compared to 13 preschool children with a healthy oral condition. Oral health criteria and NOT-S scores (Nordic Orofacial dysfunction Test-Screening) were recorded. For each child, number of masticatory cycles (Nc), chewing time (Ti), and frequency (Fq = Nc/Ti) were recorded during mastication of raw carrot (CAR), cheese (CHS) and breakfast cereals (CER) samples. Food boluses were collected by stopping children at their food-dependent individual swallowing threshold (Nc), and the median food bolus particle size value (D50) was calculated. Correlations were sought between oral health and masticatory criteria. In the ECC group, mean Fq values were significantly decreased for all three foods (p ≤ .001) and mean D50 values were significantly increased (p ≤ .001) compared to the control group (i.e., D50 CAR = 4,384 μm ± 929 vs. 2,960 μm ± 627). These alterations were related to the extent of ECC. The NOT-S mean global score was significantly increased in children with ECC (2.62 ± 1.37 vs. 1 ± 0.91 in the control group, p ≤ .01), due to “Mastication and swallowing” domain impairment. This study gives granulometric normative values for three foods in preschool children and shows the impact of ECC on D50 values. The progression of children's masticatory capability after dental treatment, and the impact of such modifications of sensory input on future eating habits should be explored.     

Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality.

Drawing from the National Center for Early Development and Learning (NCEDL) Multi-State Study of Prekindergarten and the State-Wide Early Education Programs Study (SWEEP), this study examined the effects of classroom and teacher variables on social-emotional development in prekindergarten. Results indicated that prekindergarten teachers rated males significantly higher in behavioral problems and lower in social competence than females. However, when teacher-child ethnic match was taken into consideration these differences were not present. In contrast to existing evidence, African American males in particular were no more likely to have teachers who report behavior problems than their Latino and White male peers. Implications for the prevention of behavioral problems are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.

Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot (affectively salient) and cool (affectively neutral) dimensions or by a single factor. Analyses revealed that EC is best described by a single factor, even when variance associated with children's language skills was removed. This EC factor was strongly related to measures of academic performance and significantly less related to measures of socioemotional development. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

论高职学前教育专业学生职业能力的培养

高职教育的特点是以职业能力的培养为主要目标,重视学生以就业为导向的综合素质与能力的培养。高职学前教育专业学生的职业能力主要包括专业能力,非专业能力,信息处理能力以及社会交往能力几个方面,在能力要求上体现学前教育的职业特征,其教育目标是使学生学习期间完成从学生到职场人的转化,从而推动高职学校教育与幼教市场的有机衔接。     

Review of Preschool screening: Identifying young children with developmental and educational problems.

Reviews the book, Preschool screening: Identifying young children with developmental and educational problems by R. Lichtenstein and H. Ireton (1984). With the appearance of this book, school psychologists and other professionals now have access to an up-to-date and practical discussion of the issues, research, and instrumentation in the preschool assessment process. This book represents a scholarly collection of six chapters that address matters of philosophy and policy to matters of practice. The book introduces questions about the effectiveness of preschool screening programs as they are characteristically implemented while offering constructive guidelines for improvement to the conscientious professional. Appropriate for use in upper level graduate courses and by professionals working in school and agency settings, this book makes a valuable contribution to the preparation and continuing education of school psychologists and educators who serve preschool-age children and their families. This well-focused and comprehensive volume is recommended highly to university trainers and practitioners in the fields of school and clinical child psychology, as well as early childhood education, special education, and pediatrics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's interpretation of generic noun phrases.

Generic utterances (e.g., "Cows say 'moo"') have 2 distinctive semantic properties: (a) Generics are generally true, unlike indefinites (e.g., "Bears live in caves" is generic; "I saw some bears in the cave" is indefinite), and (b) generics need not be true of all category members, unlike universal quantifiers (e.g., all, every, each). This article examined whether preschool children and adults appreciate both these features, using a comprehension task (Study 1) and an elicited production task (Study 2). In both tasks, 4-year-old children--like adults--treated generics as distinct from both indefinites ("some") and universal quantifiers ("all"). In contrast, 3-year-olds did not differentiate among generics, "all," and "some." By 4 years of age, generics emerge as a distinct semantic device. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

幼儿教育新理念影响下的现代幼儿园建筑设计初探

随着社会的发展，经济水平的大幅度提高，幼儿教育也越来越受到家长及社会的关注。幼儿教育开始了一种新的教育理念，幼儿园建筑设计也需要进行创新，以便打破现有的僵化模式，创造一种灵活多变，满足现代幼儿园教育要求的建筑形式。本文针对当前我国幼儿园建筑与现代幼儿园教育理念不相适应的状况，探讨开放式现代幼儿园建筑设计的模式。     

Beyond the pages of a book: Interactive book reading and language development in preschool classrooms.

The effects of a book reading technique called interactive book reading on the language and literacy development of 4 yr olds from low-income families were evaluated. Teachers read books to children and reinforced the vocabulary in the books by presenting concrete objects that represented the words and by providing children with multiple opportunities to use the book-related words. The teachers also were trained to ask open-ended questions and to engage children in conversations about the book and activities. This provided children with opportunities to use language and learn vocabulary in a meaningful context. Children who were in the interactive book reading intervention group scored significantly better than children in the comparison group on Peabody Picture Vocabulary Test—III and other measures of receptive and expressive language. Book reading and related activities can promote the development of language and literacy skills in young children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)