从生态视角看“架空空间”在闽南幼儿园建筑中气候适应性

研究闽南幼儿因的架空空间所具有的适应地域气候和生态节能作用.以幼儿园使用与地域气候之间的矛盾入手,结合闽南幼儿园的四个实例分析架空空间的布局特点的方法.结果显示,在阴雨、烈日、台风天气中,架空空间能避雨、遮阳、防坠物等功能来替代户外的活动场地;在夏热气候中能承担儿童部分室内活动从而降低空调能耗且增加舒适性和生态性,总结...     

幼儿园建筑设计方法研究

幼儿园是现代幼儿教育中发挥着重要作用的基础平台。本文对幼儿园建筑设计特点、建筑构成及空间组合进行了阐述,希望对今后的幼儿园建筑设计有一定的帮助。     

RFID技术在幼儿园安全管理中的应用分析

幼儿园安全具有特殊性和重要性,为了保证孩子的安全需要采用多种方法。射频识别技术能让感知变得迅速、灵活。文章介绍了射频识别技术的特点,幼儿园安全管理的主要内容。重点分析了射频识别技术在幼儿园环境安全、家长接访安全、校车安全等方面的应用。在幼儿园里应用射频识别技术能减轻老师的压力,有效提高安全管理水平。     

给孩子一个快乐、童趣的场所——武汉市蔡甸中心幼儿园设计

该文通过对蔡甸中心幼儿园的规划建筑设计,介绍了该项目的设计理念和特点压总体、单体设计方案。论述了总体设计布局,交通流线组织和圆林绿化设计特点,以及各单体建筑的功能形式。强调建筑功能分区,结构布局以及与环境的结合应符合科学的要求。同时论述了幼儿建筑必须满足儿童的心理和生理要求：富有人本、健康、生态、童趣的内涵．激发儿童热爱大自然,保护环境。     

Affordances of outdoor settings for children in preschool: revisiting heft’s functional taxonomy

Heft’s functional taxonomy for children’s outdoor environment based on the concept of affordances was applied and investigated in a Danish preschool context. Affordances here refer to the meaningful action possibilities of the environment. Two groups of children (3–6 years) enrolled in preschool were observed during times for ‘free play’ in their usual outdoor settings: traditional playground and forest (12 visits, respectively). Modified classes of outdoor features are suggested along with new practical class names: open ground, sloping terrain, shielded places, rigid fixtures, moving fixtures, loose objects, loose material, water, creatures and fire. Each class is specified by distinctive and attractive key activities found by observation. Examining each class indicated that important characteristics apart from availability were variation, sizes and change. The concept of affordances emphasises the ongoing user–environment–activity relationship important for planning with children in mind, but clarification is needed when using the term.     

Testing links between childhood positive peer relations and externalizing outcomes through a randomized controlled intervention study.

In this study, the authors used a randomized controlled trial to explore the link between having positive peer relations and externalizing outcomes in 758 children followed from kindergarten to the end of 2nd grade. Children were randomly assigned to the Good Behavior Game (GBG), a universal classroom-based preventive intervention, or a control condition. Children’s acceptance by peers, their number of mutual friends, and their proximity to others were assessed annually through peer ratings. Externalizing behavior was annually rated by teachers. Reductions in children’s externalizing behavior and improvements in positive peer relations were found among GBG children, as compared with control-group children. Reductions in externalizing behavior appeared to be partly mediated by the improvements in peer acceptance. This mediating role of peer acceptance was found for boys only. The results suggest that positive peer relations are not just markers, but they are environmental mediators of boys’ externalizing behavior development. Implications for research and prevention are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于社会效益的乡村幼儿园设计策略研究——以雅安地区援建项目为例

揭示当前乡村幼儿园设计在儿童健康发展及乡村整体文化振兴中的社会价值,为乡村学前教育质量的提升提供一系列可供参考的设计策略及方法。对雅安地区10所援建项目进行分析对比及文献寻证。总结影响乡村学前教育发展及幼儿园运营的社会问题,剖析乡村幼儿园在可持续运营、土地集约利用、乡村教育扶持三个方面社会效益的设计实现模式。乡村幼儿园设计应以社会效益为指引,立足儿童健康发展教育观,利用乡村自然文化资源,以游戏体验与文化感知空间为媒介,融入可持续发展理念,形成系统化的设计策略,助推乡村教育发展。     

Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education

Kindergarten Social Assistive Robotics (KindSAR) is a novel technology that offers kindergarten staff an innovative tool for achieving educational aims through social interaction. Children in a preschool setting have previously been shown to benefit from playing educational games with the KindSAR robot. The experiment presented here was designed to examine how KindSAR can be used to engage preschool children in constructive learning. The basic principle of constructivist education is that learning occurs when the learner is actively involved in a process of knowledge construction. In this study, storytelling was used as a paradigm of a constructive educational activity. An interactive robot served as a teacher assistant by telling prerecorded stories to small groups of children while incorporating song and motor activities in the process. Our results show that the children enjoyed interacting with the robot and accepted its authority. This study demonstrates the feasibility and expected benefits of incorporating KindSAR in preschool education.     

幼儿园家具设计研究

目的探究幼儿园家具设计的原则与方法。方法以幼儿园家具设计的实用性、舒适性、趣味性原则为基础,从造型、色彩、细节、选材、功能等方面论述幼儿园家具设计的方法。结论设计幼儿园家具时必须从儿童的角度出发,结合幼儿园的学习、生活需求,打造符合儿童心理和生理的家具形式。     

School readiness and later achievement: Replication and extension using a nationwide Canadian survey.

In this article we replicate and extend findings from Duncan et al. (2007). The 1st study used Canada-wide data on 1,521 children from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the influence of kindergarten literacy and math skills, mother-reported attention, and mother-reported socioemotional behaviors on 3rd-grade math and reading outcomes. Similar to Duncan et al., (a) math skills were the strongest predictor of later achievement, (b) literacy and attention skills predicted later achievement, and (c) socioemotional behaviors did not significantly predict later school achievement. As part of extending the findings, we incorporated a multiple imputation approach to handle missing predictor variable data. Results paralleled those from the original study in that kindergarten math skills and Peabody Picture Vocabulary Test—Revised scores continued to predict later achievement. However, we also found that kindergarten socioemotional behaviors, specifically hyperactivity/impulsivity, prosocial behavior, and anxiety/depression, were significant predictors of 3rd-grade math and reading. In the 2nd study, we used data from the NLSCY and the Montreal Longitudinal-Experimental Preschool Study (MLEPS), which was included in Duncan et al., to extend previous findings by examining the influence of kindergarten achievement, attention, and socioemotional behaviors on 3rd-grade socioemotional outcomes. Both NLSCY and MLEPS findings indicated that kindergarten math significantly predicted socioemotional behaviors. There were also a number of significant relationships between early and later socioemotional behaviors. Findings support the importance of socioemotional behaviors both as predictors of later school success and as indicators of school success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)