学前教育外文文献翻译资料

文献出处：Field T. Emotional wellbeing and childcare quality in preschool education [J]. Child Development, 2015, 6(3): 63-80.
原文
Emotional wellbeing and childcare quality in preschool education
Field T
Abstract
Preschool age is human social behavior, mood, emotion, personality and cognitive aspects of the key stage of development, is also one of the fastest growing, most plastic time in their life. Preschool education and related research results show that conservation is very important to the individual's physical and mental development, in the person's lifelong development also plays an important role. “Research has shown that high quality pre-school education and care to children's language ability, cognitive ability and the development of social behavior and their later in the long-term school and society's achievements in life has a positive impact. In addition, the pre-school education and care for the development of education, family happiness and social stability and progress also plays an important role. Keywords: pre-school education, child care, mental health
Introduction
Since the 1990 s, preschool education is being paid attention to by the countries all over the world, and gradually become the world's one of the important topics of education reform. Governments through perfecting the legislation of preschool education, increase financial investment and so on, gradually increase the intensity of support for preschool education, and through a series of means and measures, improve the quality of the country's pre-school education, and promote the pre-school education fair. At present, the social education to the health of preschool children, only stay in the range of health, the mental health education, especially to cultivate children's sound personality, including healthy emotion, strong will, coordination behavior, moderate reaction, and normal interpersonal relationship is still insufficient attention.
Literature review
Francis & and Alan Hayes in the OECD on pre-school education policy project review (2000) review summarizes the development of preschool education in the background, historical origin, the regulations and policy guidance, etc., points out that preschool education is facing many challenges, they think the government should fully realize that children are the future of the country and the importance of preschool education on children development and take measures to improve the quality of preschool education, strengthen the pre-school education and conservation organizations contact with family and community.
Alison Elliott in his study of the preschool education - all children to quality and fair path "(2006), analyzes the current pre-school education and care system operation mode, a summary of the results of our predecessors' studies, think should reform of preschool education and care to give their children a better future, and puts forward some reform Suggestions: at the end of the policy on the condition of education and conservation division; Overall, cooperation plan implementation; To establish a national curriculum system, and so on.
Mailing says, mental health refers to people for the environment and to each other with the highest efficiency and happy to adapt to the situation. Mental health who can adapt to the external world stable emotion, in all kinds of psychological quality has a pleasant disposition. English points out that mental health is a kind of psychological status of the participants in that case can do good, has the vigor of life, and can fully develop the potential of body and mind, it is a positive case, not just from mental illness.Katz and column think, mental health refers to the person's mood is stable, wisdom and good social adaptation.Jieming bloom in 1964 by the eight children's physical, mental and psychological development of longitudinal study, found that for children aged eight, because in a good environment and grow in the bad environment, both the difference between the IQ of up to 16 points, in order to produce the stand or fall of juvenile stage provide environment for children to a large extent influence the development of their IQ.
Sally Tomlinson and Kathy's wedding on child care has carried on the thorough analysis and research. They believe that a country's strategy of early childhood
education should be for at least two goals: one is for all the family can put their children in a good environment for the development of education and health; 2 it is to have a good selection of preschool education, and the choice of parents should be able to get respect, etc. Finally they also point out that, in order to achieve these goals, the government should increase the preschool funding projects and adjust tax distribution, to reform the system of state aid in close cooperation and strengthen the central and local, and ensure that investment in young children makes it possible for families to take care of, so that you can let the children to get healthy development.Brian brown in the Choice For Parents, the Best Start For Children - a ten - year strategy For childcare: a Case Study of New Sure Start, UK "(2005), the content of the background, For child care, etc. The analysis and research are discussed in detail. Ann bout and Gordon MacDonald in the Parents and a ten - year strategy for childcare Evaluation: Suggestions for partnership "(2006), this Angle is mainly from the family and community resources, studied the content of the child care.
Preschool education in child care
Preschool education and conservation organizations
Different families can choose according to their own situation and the child's needs a pre-school institutions, also can choose a variety of preschool institutions at the same time. According to various preschool institutions function is divided into three categories: mainly for 3-5 years old children preschool education preschool/kindergarten, mainly provide pre-school children 0-5 years old conservation service conservation organizations as well as the remote areas and children with special needs of mainstream pre-school institutions.
Conservation organizations are all day care and home care agencies: the whole facility is mainly geared to the needs of children aged 0 to 5, generally at 7:30 am to 6 PM open, open at least 10 hours a day, five days a week (from Monday to Friday), at least 48 weeks each year; Family day care is to point to by professional nanny in their own homes for children, provide flexible pre-school teaching and care services, including the day of custody, part time and temporary custody hosting, mainly for children aged 0 to 6, family day care nurse to day care in the family registration
system, family day care system is responsible for recruiting and training the nanny, conservation of regulatory quality and provide professional advice and support for the parents and information, etc., with a range of pre-school education qualifications of preschool teachers can be independent of the home care system and separate family day care institutions.
Quality promotion and certification system and family day care institutions of quality assurance system requirements for the whole day care and family day care for children and they adapt to the development of preschool education and conservation programs, but there is no prescribed course.
Preschool education and conservation supervision
At the federal level, the education, employment, and labor relations department is responsible for the jurisdiction of pre-school education and care of related transaction, its functions are: for the whole day care, family day care, some temporary trustee institution, formulate related policies, through family help office to issue childcare subsidies and child night tax return, overseeing all day care and home care quality certification system and supporting indigenous children's pre-school education; State and territory governments bears the major responsibility for the preschool education and conservation of this area, is mainly responsible for: the jurisdiction of the regulation and funding preschool/kindergarten and some is beyond the scope of the federal government to support conservation organizations, according to the jurisdiction of the pre-school education and conservation organizations set up regulatory requirements, monitor their behavior and issue business licenses.
The defects of preschool education and conservation system
In recent years, more and more studies show that children's first five years of experience, learning, and to the health of their future social development plays a decisive role. Children started from the birth of learning, the federal government will pre-school education from pre-school conservation fund and regulatory practices against the development of children. And in the actual operation, the preschool education and preschool boundaries also gradually tends to be fuzzy. In some jurisdictions, some conservation organizations also provide preschool education for
children, conservation agencies in 2006 census data show that the country's 2068 is about 48% in the whole facility for meat to provide pre-school education. Because families choose conservation organizations can get the federal government's subsidies, conservation agencies and more on service when asked to meet the needs of the parents, many parents are willing to send children to conservation of preschool education, in 2007-2008, about 526000 children aged 4, including about 200000 in conservation agency preschool education.
Preschool institutions no consistent curriculum, teachers' qualification, regulation and support standards, this is bad for children in a variety of transition between pre-school institutions, is unfavorable to the parents to choose the appropriate for children pre-school institutions; And government regulatory requirements also do not take the pre-school institutions especially conservation organizations to provide the quality of preschool education and conservation, leaving many children receive less than high quality pre-school education and care; Layers of government regulation of preschool education and conservation, caused the pre-school education and preservation system policy, funding and develop parties, such as the complexity and multilayered; The federal government and the district government regulatory conservation organizations, and creates some regulatory overlap, increased the regulatory burden of conservation organizations, make a conservation organization staff have to shoulder some of the unnecessary administrative work, and have no time to plan and prepare for children education activities; And the independent regulation of the jurisdiction of preschool education, and the development level and the quality is uneven, unfavorable to pre-school education and conservation of fair; Preschool workers have different qualifications, and many conservation agency workers have no formal qualifications, statistics show, only 7% of the whole day care staff across the country has degree or higher qualifications, 39% of staff have no formal qualifications, this is not conducive to the development of children.
Conclusion
Research proves that high quality pre-school education and care to children's language ability, cognitive ability and the development of social behavior and their
later in the long-term school and society's achievements in life has a positive impact. In addition, the pre-school education and care for the development of education, family happiness and social stability and progress also plays an important role. And the quality is the lifeline of the preschool education career, it is directly related to the level of children's physical and mental development, quality and high quality pre-school education can effectively promote the sound development of children.
译文
学前教育阶段的心理健康与儿童保育质量
Field T
摘要
学前期是人的社会性行为、情绪情感、性格和认知等方面发展的关键阶段,也是人一生中发展最快、可塑性最强的时期。

相关的研究成果都表明,学前教育和保育对个体的身心发展十分重要,在人的终身发展中也起着举足轻重的作用。

有研究证明,高质量的学前教育和保育对儿童的言语能力、认知能力和社会行为能力的发展以及他们以后在长期的学校和社会生活中取得的成就有着积极的影响。

另外,学前教育和保育对于教育事业的发展、家庭的幸福和社会的稳定与进步也具有重要的作用。

关键词：学前教育，儿童保育，心理健康
引言
20 世纪90 年代以来，学前教育日益受到世界各国前所未有的普遍重视，并且逐步成为世界教育改革的重要课题之一。

各国政府纷纷通过完善学前教育立法、增加财政投入等，逐步加大对学前教育的支持力度，并且通过采取一系列的手段与措施，提高本国的学前教育质量、促进学前教育公平。

当前，社会对学前儿童的健康教育,仅仅停留在身体健康的范围,对心理健康的教育,特别是对培养儿童健全的人格,包括健康的情绪、坚强的意志、协调的行为、适度的反应、正常的人际关系还重视不足。

文献综述
弗朗西斯·普雷斯和艾伦·海斯在《OECD关于学前教育政策的专题评论》(2000)中回顾总结了学前教育发展的背景、历史渊源、当时的规定和指导政策等,
指出学前教育面临着很多挑战,他们认为政府应该充分认识到儿童是国家的未来和学前教育对儿童发展的重要性,采取措施提高学前教育质量,加强学前教育和保育机构与家庭和社区的联系。

艾莉森·埃利奥特在他的研究报告《学前教育-所有孩子通往质量和公平的路径》(2006)中分析了亚现行的学前教育和保育系统运行的模式,总结前人研究的成果,认为应该改革学前教育和保育以使本国儿童获得更好的未来,并提出了几点改革建议:在政策上结束教育和保育分化的状况;实施整体的、合作的计划;建立全国性的课程体系等等。

麦灵格认为,心理健康是指人们对于环境及相互间具有最高效率及快乐的适应情况。

心理健康的人能适应外部世界保持平稳的情绪,在各种心理品质中具有愉快的性情。

英格里士指出,心理健康是一种持续的心理状况,当事者在那种情况下能做良好适应,具有生命的活力,并能充分发展起身心的潜能,这乃是一种积极的丰富的情况,不仅仅是免于心理疾病而己。

凯兹和列维斯认为,心理健康指的是人的情绪稳定、智慧敏锐以及社会适应良好的状态。

杰明·布鲁姆在1964 年通过对8 名儿童的身体、脑力和心理发展的纵向研究，发现同为8 岁的儿童，只因分别在良好环境与在恶劣环境中成长，两者的智商之差高达16 分，以此得出在幼年期为儿童提供环境的好坏能够很大程度上影响他们的智商发展的结论。

萨利·汤姆林森和凯西·森伟对儿童保育进行了较为深入的分析和研究。

他们认为，一个国家的幼儿教育战略都应该至少追求两个目标：一是所有的家庭都可以把他们的子女安置在有良好教育与健康发展的环境中；二是有很好的可供选择的学前教育，并且家长的选择应该能够得到尊重等。

最后他们还指出，要实现这些目标，政府就应该加大幼儿资助项目和调节税收分配，改革国家的援助制度，并加强中央与地方的紧密合作，确保对幼儿的投入可以让家庭获得照顾，以便能够让幼儿获得健康地发展。

布赖恩·布朗在《Choice For Parents, the Best Start for Children—a ten-year strategy for childcare: A Case Study of New Sure Start, UK》（2005）一文中，对儿童保育的背景、内容等进行了较为详细地分析和研究。

安·布特和戈登·迈克唐纳在《Parents and a ten-year strategy for childcare Evaluation: Suggestions for partnership》(2006)一文中,（完整译文请到百度文库）主要从家庭、社区资源这一角度，对儿童保育的内容进行了研究。

学前教育中的儿童保育
学前教育与保育机构
不同家庭可以根据各自的情况和孩子的需要选择一种学前机构,也可以同时选择多种学前机构。

依据各种学前机构功能的不同分为三大类:主要为3-5岁儿童提供学前教育的学前班/幼儿园、主要为0-5岁儿童提供学前保育服务的保育机构以及为偏远地区和有特殊需要的儿童建立的非主流的学前机构。

保育机构主要有全日托和家庭日托机构:全日托机构主要面向0-5岁的儿童,一般于早上7:30至下午6:00开放,每天至少开放10个小时,每周5天(周一至周五),每年至少48周;家庭日托是指由专业的保姆在自己家中为儿童提供灵活的学前教育和保育服务,包括日托管、部分时间托管和临时托管,主要针对0-6岁的儿童,家庭日托保姆要在家庭日托系统注册,家庭日托系统负责招募和培训保姆、监管保育质量和提供专业建议、为父母提供支持和信息等,具有一定学前教育资格的学前教师可以独立于家庭日托系统而单独经营家庭日托机构。

质量促进和认证系统和家庭日托机构的质量保障系统要求全日托和家庭日托为儿童提供与他们的发展相适应的学前教育和保育计划,但没有规定课程。

学前教育与保育监管
在联邦政府层级上,由教育、就业和劳资关系部负责管辖学前教育和保育的相关事务,其职能主要有:针对全日托、家庭日托、一些临时托管机构制定相关政策,通过家庭帮助办公室发放儿童保育补助和儿童保宵税费返还,监管全日托和家庭日托的质量认证系统以及支持原住民儿童的学前教育;各州和领地政府对本辖区的学前教育和保育负有主要责任,主要负责:监管和资助本辖区的学前班/幼儿园和一些不在联邦政府支持范围内的保育机构,针对本辖区的学前教育和保育机构设置监管要求、监督它们的行为并为其颁发经营许可证。

学前教育与保育体系的缺陷
近几年来,越来越多的研究表明,儿童最初五年的经验对他们未来的健康、学习和社会发展起着决定性的作用。

儿童从一出生就开始了学习,联邦政府将学前教育和学前保育分开资助和监管的做法不利于儿童的发展。

而在在实际操作中,学前教育和学前保存的界限也逐渐趋于模糊。

在一些辖区,一些保育机构也为儿童提供学前教育,2006年的保育机构普查数据表明,全国2068个全日托机构中约
有48%为儿葷提供学前教育。

由于选择保育机构的家庭可以获得联邦政府的补贴,保育机构在服务时问上也更能满足家长的需要,很多家长乐于把孩子送进保育机构接受学前教育,2007-2008年,约有52.6万4岁儿童,其中约20万在保育机构接受学前教育。

学前机构间没有一致的课程大纲、教师资格、监管和资助标准,这不利于儿童在多种学前机构间过渡,也不利于家长为儿童选择合适的学前机构;而政府的监管要求也不重视学前机构尤其是保育机构提供的学前教育与保育的质量,致使许多儿童接受不到高质量的学前教育和保育;多层政府共同监管学前教育和保育,造成了学前教育和保存体系政策开发、资助和提供等方而的复杂性和多层次性;联邦政府和各辖区政府共同监管保育机构,造成了一些监管重叠,加大了保育机构的监管负担,使保育机构工作人员需承担一些不必要的行政工作,而没有时间为儿童计划和准备教育活动;各辖区自主监管本辖区的学前教育,各辖区发展水平和质量参差不齐,不利于学前教育和人保育公平;学前工作人员资格要求不一,且许多保育机构的工作人员没有正式资格,有数据显示,全国范围内全日托职员中只有7%具有学位或更高资格,39%的职员没有正式资格,这不利于儿童的发展。

结论
研究证明,高质量的学前教育和保育对儿童的言语能力、认知能力和社会行为能力的发展以及他们以后在长期的学校和社会生活中取得的成就有着积极的影响。

另外,学前教育和保育对于教育事业的发展、家庭的幸福和社会的稳定与进步也具有重要的作用。

而质量是学前教育事业发展的生命线,它直接关系到儿童身心发展的水平,有质量、高质量的学前教育才能有效地促进儿童的良好发展。