回归基础:早期教育和护理质量改善的发展催化剂

IF 3.4 Q1 EDUCATION & EDUCATIONAL RESEARCH
Emily C. Hanno, Stephanie M. Jones, Nonie K. Lesaux
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引用次数: 9

摘要

儿童在早期教育项目中的经历会对他们的认知、社会和情感发展产生深远的影响。在这些环境中,与教育工作者的互动是促进儿童健康发展的催化剂。然而,今天很少有孩子能在高质量的早期学习环境中学习,这种环境以温暖、刺激认知的交流为特征。这篇综述总结了在一系列发展领域中促进儿童技能增长的环境特征的研究,然后描述了在当今早期教育和护理领域中记录这些特征的研究。至于在不同的早期教育和护理系统中培养这些特征的策略,讨论的重点是教育者的核心作用。该结论为正在进行的公共学前教育扩展和质量改进工作提供了启示,并强调了未来研究进一步这些工作的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.
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来源期刊
Policy Insights from the Behavioral and Brain Sciences
Policy Insights from the Behavioral and Brain Sciences Social Sciences-Public Administration
CiteScore
5.30
自引率
0.00%
发文量
24
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