姣曚笟璁烘枃鑼冩枃缃?> </a> </div>
        <div class=

瀛﹀墠鏁欒偛澶у姣曚笟璁烘枃 瀵瑰浗鍐呭瀛﹀墠鏁欒偛鐜扮姸

鐗堟潈锛?img src="/imagesnew/f.jpg" alt="鍘熷垱鏍囪">鏈珯鍘熷垱 鏄熺骇:鈽呪槄鈽呪槄鈽?/span>5.0涓婚锛氬鍓嶆暀鑲叉瘯涓?000鑼冩枃 绾у埆锛氬畬鏁磋亴绉拌鏂?/span> 鑼冪暣锛氬崥澹浣嶈鏂?/span> 璁烘枃鑼冩枃缂栧彿锛歜iyelunwendq0355230 鏈熷垔鍙戣〃锛氭牳蹇冩湡鍒?/span> 鍏ㄦ枃瀛楁暟锛?000瀛?/span> 鎶曠浣滆€咃細amdcds 瀹$缂栬緫锛氫笓瀹跺鏈 闃呰娆℃暟锛?3651

杩欑瘒瀛﹀墠鏁欒偛璁烘枃鑼冩枃涓哄厤璐逛紭绉€瀛︽湳璁烘枃鑼冩枃,鍙敤浜庣浉鍏冲啓浣滃弬鑰?

Elizabeth U. Cascio;  Diane Whitmore Schanzenbach   2013   The Impacts of Expanding Access to High-Quality Preschool Education   National Bureau of Economic Research NBER Working Paper No. 19735  JEL No. I21,J22

The Impacts of Expanding Access to High-Quality Preschool Education

瀛﹀墠鏁欒偛姣曚笟5000璁烘枃 瀛﹀墠鏁欒偛姣曚笟5000

鎺㈢┒瀛﹀墠鏁欒偛鐜扮姸褰㈡垚鍘熷洜

楂樻牎鍥介檯鐣欏鐢熸暀鑲茬鐞嗕腑瑙e喅鏂规硶

鍐滄潙瀛﹀墠鏁欒偛鐜扮姸瑙e喅

鍥藉唴澶栨梾娓告暀鑲茬幇鐘跺拰瓒嬪娍缁艰堪

瀵瑰浗鍐呭瀛﹀墠鏁欒偛鐜扮姸姣曚笟璁烘枃鏍煎紡鑼冩枃鐩稿叧鍙傝€冨睘鎬?/caption>
鏈夊叧璁烘枃鑼冩枃涓婚鐮旂┒: 鍏充簬瀛﹀墠鏁欒偛璁烘枃鑼冩枃 澶у鐢熼€傜敤: 5000瀛椾笓绉戣鏂?/td>
鐩稿叧鍙傝€冩枃鐚笅杞芥暟閲? 15 鍐欎綔瑙e喅闂: 鍐欎綔鎶€宸?/td>
姣曚笟璁烘枃寮€棰樻姤鍛? 鏍囧噯璁烘枃鏍煎紡銆佽鏂囨€荤粨 鑱岀О璁烘枃閫傜敤: 鏈熷垔鐩綍銆佽亴绉拌瘎鍓珮
鎵€灞炲ぇ瀛︾敓涓撲笟绫诲埆: 瀛﹀墠鏁欒偛姣曚笟5000鏂瑰悜 璁烘枃棰樼洰鎺ㄨ崘搴? 鏈€鏂板鍓嶆暀鑲查鐩?/td>

This study draws together data from multiple sources to estimate the impacts of these “model” state programs on preschool enrollment and a broad set of family and child outcomes. Through the study, researcher find that the state programs have increased the preschool enrollment rates of children from lower- and higher-income families alike. For lower-income families, the findings also suggest that the programs have increased the amount of time mothers and children spend together on activities such as reading, the chances that mothers work, and children’s test performance as late as eighth grade. For higher-income families, however, researchers find that the programs have shifted children from private to public preschools, resulting in less of an impact on overall enrollment but a reduction in childcare expenses, and have had no positive effect on children’s later test scores. It is obvious that there are many impacts of expanding access to high-quality preschool education. As far as i am concerned, maybe there will not be much impacts on children’s future higher education, but it can exerts great influences on the preschool education period. As is known to us all, childhood experience and education can deeply affect children’s development. It is necessary to find out both the positive and negative side of preschool education. Proper measures are supposed to be adopt to promote the development of preschool education for the sake of children’s growth.

 Brigit Maguire, Ben Edwards  2011   The Longitudinal Study of Australian Children Annual statistical report 2011 Australian Institute of Family Studies  Vega Press p57-66

The LSAC(Longitudinal Study of Australian Children) Annual Statistical Report, aims to provide data that enable a comprehensive understanding of children’s development within Australia’s current social, economic and cultural environment (Department of Families, Housing, Community Services and Indigenous Affairs [FaHCSIA], 2009). The longitudinal nature of the study enables researchers to examine the dynamics of change as children develop, and to go beyond the static pictures provided by cross-sectional statistics. The study thereby gives policy-makers and researchers access to quality data about children’s development in the current Australian environment. In this report, it covers the access to preschool education in the year before full-time school. Preschools and early learning centers have remained the province of educators, with a higher proportion of qualified teachers and a clearer focus on curriculum and pedagogy than typically found in child care, which i think it is a good thing. Child care is the most basic and also most important thing during childhood. More attention should be attached to curriculum, pedagogy and morality education in preschool education. But i am not saying that child care is not important. Instead, it functions as the basis for preschool education. Only when we have done a good job in preschool education, can we move onto curriculum and pedagogy. 

2018瀛﹀墠鏁欒偛閫夐

瀛﹀墠鏁欒偛璁烘枃鎻愮翰瀛﹀墠鏁欒偛璁烘枃鎽樿瀛﹀墠鏁欒偛璁烘枃5000瀛?/a>瀛﹀墠鏁欒偛纭曞+璁烘枃瀛﹀墠鏁欒偛涓撶璁烘枃瀛﹀墠鏁欒偛璁烘枃缃?/a>

Bi Ying Hu & Kejian Li   2012  The Quality Rating System of Chinese Preschool Education: Prospects and Challenges, Childhood Education,  Routledge  88:1, 14-22

In the The Quality Rating System of Chinese Preschool Education: Prospects and Challenges, it mentions the measures that China has taken to improve the quality of preschool education, from the government level to inpidual level. It also analyze Chinese preschool quality rating system, challenges to the Chinese preschool education quality rating system as the disparities among urban and rural, public and private kindergartens and kindergartens in different regions. Recommendations are also offered. I contend that first of all, all real situation of preschool education must be clearly demonstrated. We must strengthen people’s awareness of the current circumstances. Moreover, we should learn from the past experiences and extract the essence of foreign advanced experience on preschool education. 

 Hirokazu Yoshikawa  2014   Investing in Our Future: The Evidence Base on Quality Preschool Education        Crane Center for Early Childhood Research and Policy Ohio State University P32-44

In investing in Our Future: The Evidence Base on Quality Preschool Education, it analyzes several questions raised by current proposals and proposed legislation, the quality matters for children, the effective measures to high quality, the long or short pattern effects and the return on the investment on preschool education. In my opinion, what really matters in preschool education is quality rather than quantity. One-year quality education is much better than two-year quantity education. For specific targets, different principles and measures should be formulated. Moreover, the key experience of Boston’s practices are to be learned for the development of quality preschool education.

 Robyn Margaret Anderson 2014  Every Blooming Thing: The Growth of Preschool Education    The International Journal of persity in Education    The International Journal of persity in Education, Volume 13, Issue 2, p1-11

 Every Blooming Thing: The Growth of Preschool Education shows the long term positive effects of high quality preschool for children born in poverty have strengthened arguments that high quality early education is not only beneficial for all children but the earlier the disadvantage gap is closed, the narrower it may be in the future for some children. While preschool education may be one way of preparing children for school and addressing early disadvantage and inequity, it is also important that preschool curriculum and programs are situated within the social context and culture of the community. It is for sure that preschool education can help children to get prepared for school. Given that there is a huge disparity and gap among different regions and countries, from the inpidual to the government, all should realize the current picture of preschool education. More importantly, effective measures are in an urgent need to improve the development of preschool education.

Cook, Pamela R.   2012    Preschool Education in Belize, Central America

Forum on Public Policy: A Journal of the Oxford Round Table   Harvard School Press P45-56

In the Preschool Education in Belize, Central America, it mentions that despite the convincing argument for the importance of early childhood education world-wide, more than 200 million children under the age of five and living in developing countries do not reach their developmental potential. Although curriculum reform in international sense is not new, early childhood research in developing countries favors developmentally appropriate strategies and innovative early learning opportunities for healthy growth and development of young children. It is true that preschool education in different countries have great disparity. As the wealth gap among countries, more attention should be paid to the preschool education in developing countries and less developed countries. The whole world is a unit, the advanced should shoulder the responsibility to help the less advanced. In addition, the less advanced countries should value the preschool education first, and take actions to improve it. Investigations should be conducted to know the detailed situation. Governmental support in finance and human resources can make a difference. 

 

鍙傝€冭祫鏂欙細

[1]甯傚満鍖栬秼鍔夸笅鐨勫浗闄呯暀瀛︾敓鏁欒偛鍏跺鎴戝浗

[2]寰峰浗娌℃湁瀛﹀墠鏁欒偛

璇勮

鎬庢牱鎾板啓瀛﹀墠鏁欒偛瀛︿綅璁烘枃?鏈鏂囨槸涓€绡囧厤璐逛紭绉€鐨勫叧浜?018瀛﹀墠鏁欒偛閫夐璁烘枃鑼冩枃璧勬枡锛屽彲鐢ㄤ簬鐩稿叧璁烘枃鍐欎綔鍙傝€?閫傚悎琛ㄦ牸鍜屾爣绛惧拰Press璁烘枃鍐欎綔鐨勫ぇ瀛︾澹敓鍙婃湰绉戞瘯涓氳鏂囧紑棰樻姤鍛婂拰瀛︽湳鑱岀О璁烘枃鍐欎綔鍙傝€?

1 2 3 4 5
寤朵几闃呰
鍏嶈垂宸ュ叿
Free tools