浅析二次装修的幼儿园电气设计

随着幼儿学前教育越来越受到重视,幼儿园装修中对电气设计的要求也越来越高。文章基于目前幼儿园的装修现状,分别从强电设计和弱电设计两个方面对二次装修的幼儿园电气设计进行阐述。     

浅析幼儿园环境中的色彩设计

通过资料分析以及调研与实践,对幼儿园环境中的色彩设计进行初步探索,归纳出色彩设计的原则与方法.同时,对色彩设计在幼儿园室内、外环境中的具体应用进行了相应的总结.希望这些研究工作会对幼儿园环境中的色彩设计起到指导作用.     

Early gender differences in self-regulation and academic achievement.

This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter–word identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed boys in both assessments. Although gender differences in self-regulation were clear, no significant gender differences were found on the 5 academic achievement outcomes, as measured by the Woodcock–Johnson III Tests of Achievement. Self-regulation consistently predicted math and sound awareness, although links were stronger with the direct measure as compared with teacher reports. Implications for understanding the role of gender and self-regulation in early and later academic achievement and the role of self-regulation in particular areas of achievement are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于HSV量化的幼儿园户外景观色彩设计研究

目的 探究儿童对幼儿园户外景观色彩空间的感知偏好,提出科学有效的儿童活动空间色彩设计方法。方法 选取福州市25个幼儿园户外活动样地为研究对象,从色彩组成和色彩空间构型建立色彩特征指标体系,运用p5.js软件自拟程序将图片转化为HSV空间并进行分割量化,利用ArcGIS10.2、Fragstats4.2软件计算色彩指数,并通过SPSS软件对色彩特征指标进行相关性分析。结果 对儿童感知偏好影响较强的6个色彩指标为:C1色彩均匀度指数>C4对比程度指标>C2色彩数量>C5自然色占比>SHDI斑块多样性指数>FRAC_MN斑块形状平均分维数,C1、C4随偏好度等级呈非线性变化,C2、C5、SHDI、FRAC_MN与偏好度等级成正比;提取出四大色彩特征公因子,分别为色彩均匀度及色彩数量因子F1、色彩对比及色彩饱和度因子F2、色彩斑块分维度因子F3、色彩斑块多样性及自然色因子F4,权重依次为F1>F2>F3>F4。结论 3种高质量色彩空间模式分别具备色彩对比强、自然色丰富、色彩构成形状多样的色彩特征,为幼儿园户外景观色彩质量提升及其他儿童活动空间的色彩设计提供了理论参考。     

创造适宜的室外活动空间--甘肃酒泉东风幼儿园设计

结合环境的特点,从儿童的心理特点和行为特征出发,阐述了东风幼儿园的设计构思。     

基于数据库的幼儿园教育课程资源管理系统设计

随着我国现代化教育事业的不断发展,幼儿园教育的信息化水平越来越高,如何对教学资源进行数字化改造已经成为相关单位十分重要的研究课题之一.因此,本次研究专门设计了一套基于数据库的幼儿园教育课程资源管理系统,旨在为多媒体教学技术的应用奠定良好的基础,提高幼儿园教学水平.     

The contributions of phonological awareness and letter-name knowledge to letter-sound acquisition—a cross-classified multilevel model approach.

In the present study, we investigated critical factors in letter-sound acquisition (i.e., letter-name knowledge and phonological awareness) with data from 653 English-speaking kindergartners in the beginning of the year. We examined (a) the contribution of phonological awareness to facilitating letter-sound acquisition from letter names and (b) the probabilities of letter-sound acquisition as a function of letter characteristics (i.e., consonant–vowel letters, vowel–consonant letters, letters with no sound cues, and vowel letters). The results show that letter-name knowledge had a large impact on letter-sound acquisition. Phonological awareness had a larger effect on letter-sound knowledge when letter names were known than when letter names were unknown. Furthermore, students were more likely to know the sounds of consonant–vowel letters (e.g., b and d) than vowel–consonant letters (e.g., l and m) and letters with no sound cues (e.g., h and y) when the letter name was known and phonological awareness was accounted for. Sounds were least likely to be known for letters with no sound cues, but reliable differences from other groups of letters depended on students' levels of phonological awareness and letter-name knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool predictors of narrative writing skills in elementary school children.

This study examined the preschool predictors of elementary school narrative writing skills. The sample included 65 typically developing African American children, ranging in age from 5.0 to 5.5 years, and was 44.6% male. Targeted preschool predictors included measures of phonological processing, core language abilities, prereading skills, and early writing concepts assessed during the spring or summer, just before beginning kindergarten. Using hierarchical linear modeling, findings showed that core language abilities, prereading skills, and maternal education at preschool significantly predicted the level of writing in Grades 3–5, but only core language abilities and prereading skills significantly predicted the rate of growth in writing. When kindergartners were separated into low and high readers, and low and high core language abilities, a significant pattern of widening differences emerged between the groups over time. These findings point to core language abilities, prereading skills, and maternal education assessed at kindergarten entry as critical predictors of later narrative writing skills, and they suggest the importance of including such measures when screening for written language problems in early kindergarten and early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia.

Positive long-term effects of phoneme awareness training in kindergarten were found in this study with children of dyslexic parents. Thirty-five at-risk children (attending 26 different classes) participated in an intensive 17-week program in their regular kindergarten classes designed to help them improve in phoneme awareness. Follow-up measures indicated that the trained children outperformed 47 untrained at-risk controls in both word and nonword reading in Grades 2, 3, and 7. For the very poorest readers, significant effects were found--even in Grade 7 reading comprehension. However, the trained at-risk children were found to lag behind a 2nd control group of 41 not-at-risk children in most aspects of reading. Treatment-resistant children had relatively poor phonological representations of known words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

幼儿园室内空间设计探讨

基于对国内幼儿园的现状调研,结合儿童特点,提出幼儿园室内空间设计的具体对策,即:室内空间设计要满足空间功能;空间设计上体现室内环境的主次关系及层次性;家具及设施设计与选取要实用和美观;建立符合儿童心理的趣味游戏空间;建立符合儿童使用的安全空间.