谈幼儿园环境设计

阐述了幼儿在活动中与自然环境接触的重要性,提倡幼儿园环境设计应以"幼儿为本",以满足幼儿对不同活动参与的需求,为幼儿活动、成长创造一个美好的环境.通过色彩、形象、布局的安排影响幼儿的思想和行为,良好的空间环境能潜移默化地影响幼儿的道德品质和行为习惯.     

一级一类幼儿园学龄前儿童营养健康状况调查

目的:调查北京市海淀区一级一类幼儿园学龄前儿童营养健康状况,分析存在问题并提出改善建议。方法:随机抽取北京市海淀区5家一级一类幼儿园,收集2007—2009年儿童体检资料,按年龄、年度分别进行统计分析,结合现场调查和专题访谈分析评价。结果:营养不良和肥胖平均患病率分别为0.4%和4.8%;贫血平均患病率为0.5%;视力低常平均患病率为4.5%;龋患率、新龋率、龋均值分别为54.5%、25.9%和2.9。结论:海淀区一级一类幼儿园学龄前儿童营养健康状况基本良好,肥胖、视力低常和龋齿是主要问题。定期开展营养监测并及时干预,家园互动,开展营养健康教育,加强幼儿园营养保障,是改善幼儿园儿童营养健康状况的重要措施。     

学前期儿童课桌椅尺寸研究

目的 以儿童家具市场缺乏对学龄前儿童不同年龄层次生理及心理差异的认知为背景,研究适合于幼儿园大班儿童的教室桌椅尺寸.方法 运用调查法、比较分析法等科学研究方法,收集了中国5岁儿童的坐姿肩高、坐姿肘高、腘高、大腿厚度、臀部宽度、臀—腘长度等的主要人体测量学信息,引用学生身体尺寸与学校家具之间的匹配方程式,运算得出幼儿园大班教室桌椅的坐高、坐深、坐宽、靠背上边缘高、座—桌间隙高、座—桌面高6种主要功能尺寸的推荐尺度范围,并将推荐尺寸与现有桌椅尺寸进行对比.结论 分析了现有桌椅普遍存在坐高过高、坐深过深、坐宽不足、座—桌面高度过高,且靠背高度随意性大等问题,这些问题已对儿童身体健康造成了负面影响.本研究的研究结果为家具制造商及设计师提供了数据参考,让儿童家具设计更加科学合理.     

四川绵阳市广济镇幼儿园设计

介绍了汶川地震后恢复重建工作中绵竹广济镇幼儿园的设计,着重从安全性、适用性、地域性、童趣性等方面对幼儿园建筑设计进行了论述,以期为类似建筑设计积累经验。     

中小学与幼儿园体育设施设计的研究

对国外中小学、幼儿园实例的体育设施进行了统计研究,借鉴其设计经验,提出对我国中小学、幼儿园体育设施设计的建议,以满足使用要求。     

Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills.

The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2 clusters were related to each other in preschool, but this relation became weaker in kindergarten and 2nd grade. Structural equation modeling showed that both sets of skills in 2nd grade independently predicted a child’s reading comprehension. These findings confirm and extend the view that the 2 clusters of skills develop early in a child’s life and contribute to reading comprehension activities in early elementary school, with each cluster making a considerable, unique contribution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families.

Children's academic and social competencies were examined as mediators to explain the often positive relation between parent-school involvement and achievement. Ethnic variations in the relation between parent-school involvement and early achievement and the mediated pathways were examined. Because much of the comparative research confounds ethnicity with socioeconomic status, the relations were examined among socioeconomically comparable samples of African American and Euro-American kindergarten children and their mothers. For reading achievement, academic skills mediated the relation between involvement and achievement for African Americans and Euro-Americans. For math achievement, the underlying process differed across ethnic groups. For African Americans, academic skills mediated the relation between school involvement and math performance. For Euro-Americans, social competence mediated the impact of home involvement on school achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

幼儿园户外活动空间类型与使用方式研究——以桂林市金豆豆幼儿园为例

本文以桂林市金豆豆幼儿园为例,以户外空间的当前使用实态为基础,对主要户外活动时段下的教学使用方式进行深入观察,将教学活动空间以特征的不同进行分类研究,分析空间与使用的具体关系,最后针对各类活动空间提出相关设计建议,以求为今后幼儿园的户外空间设计做出引导。     

Parent ratings of children's social skills: Longitudinal psychometric analyses of the Social Skills Rating System.

The assessment of children's social skills is an important task for school psychologists in both applied and research settings. The present study examines the psychometric properties of parent ratings of the Social Skills Rating System (SSRS), in kindergarten through third grades, testing for measurement differences between boys and girls, between African American, Caucasian, and Hispanic children, and across time from kindergarten through third grades. The analyses used a longitudinal sample of 4345 children from over 600 schools in 30 states to examine these questions using multigroup confirmatory factor analysis. Results provide qualified support for the use of the SSRS for kindergarten through 3rd-grade students across these different populations. However, if scored according to the manual, these results indicate that the measure may not be assessing the same construct over time or for all ethnic groups. If corrections to the factor structure and scoring system are incorporated, these results provide a basis for using parent ratings of the SSRS to assess social skills and problem behaviors across time, ethnicity, and sex in early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early number skills: Examining the effects of class-wide interventions on kindergarten performance.

The purpose of this study was to use multilevel modeling to compare the effects of KPALS alone and combined with goal setting and reinforcement to a control condition on early numeracy performance of 96 kindergarteners. Demographic variables were examined as moderators. Results differed according to early numeracy measure, with both versions of KPALS outperforming the control group for number identification, while KPALS plus goal setting and reinforcement improved performance on missing number and the TEMA-3. Demographic variables, but not treatment, accounted for performance on a measure of quantity discrimination. Posttest differences were found for TEMA-3 and NI, but no differences persisted at 4 months follow-up. (PsycINFO Database Record (c) 2011 APA, all rights reserved)