The earlier starting age for learning English is apparent in the non‐Anglophone world. However, in China, kindergartens are banned from delivering subjects that are designated for primary school ...level, including English language lessons, as part of reforms to eliminate “schoolification” of preschool education. This qualitative study takes a multi‐level approach to language‐in‐education planning to explore how local education authorities and different types of kindergartens in the city of Hefei, China, interpret and respond to this macro‐level policy. The findings reveal a disparity between officials and school participants in their attitudes toward preschool English language education, as well as divergence between public and private kindergartens in their current English provision. The study probes these disparities and their links to the interplay between the meso‐level local education authority and the different types of kindergartens, as well as the relationship between the government and the market.
摘要
在非英语国家, 英语学习的低龄化趋势愈发明显。然而, 在“去小学化”政策的要求下, 英语作为小学科目被禁止在中国幼儿园教学。本定性研究采用多层级语言教育规划框架, 主要探讨地方教育局及不同类型幼儿园对这一政策的认识和回应。研究结果表明, 教育局工作人员和学校相关利益者对学前英语教育呈不同态度, 公办和民办幼儿园对这一政策的回应也存在差异。据此, 本研究深入讨论了地方教育局和不同类型幼儿园之间的相互作用, 以及政府与市场二元关系对中国学前英语教育的影响。
This study aimed to analyze how child education was practiced using gift blocks at public kindergartens and Christian kindergartens where early-childhood education was provided in Japan in the early ...20th century. At public kindergartens, gift blocks were modified from the original form of Froebel’s gifts according to children’s age and combined with other teaching materials so that children could enjoy playing with the blocks more easily. By contrast, at Christian kindergartens, not only the original form the Froebel’s gifts were used with storytelling, but also Froebel’s methodologies and philosophy were highly respected. This practice at Christian kindergartens was similar to that provided in the United States.
The purpose of this text is to recognize the role of the board of education in preschool-education. The process of "Integrated facilities" is clarified. In that case, it pays attention to the ...differences in ideas between the superintendent and the board of education. Kakegawa City was taken up as a case study for this paper, and by what measures "Integrated facilities" had been put into practice were analyzed. Everything from there to the product "Integrated facilities" of which everything was united from the standpoint of the mayor's financial efficiency was valued when the education and the theory standpoints of the board of education became clear. It was shown that the idea of "Integrated facilities" was able to be generated with the mayor through the process of "Politics between the areas" in the board of education, and to play the role to inject an educational theory as a system component by the board of education. Moreover, the possibility that the crisis of a public kindergarten was able to be overcome was suggested in positive relations of the board of education to the preschool-education as teacher's consultant's role was expanded to the day-care center.
Bu araştırma, zihin engelli çocukların anasınıfına geçiş sürecinde ebeveynlerinin
gereksinimlerini belirlemeyi amaçlamıştır. Araştırma grubunu okul öncesi dönemde yaşları 3 ile 5
arasında zihin ...engelli çocuğu bulunan 50 anne-baba oluşturmuştur. Araştırmanın verileri Kargın,
Akçamete ve Baydık (2001) tarafından geliştirilen "Anasınıfına Geçişte Aile Gereksinimlerini
Belirleme Aracı" ile toplanmıştır. Ayrıca çocuğun eğitime başlama yaşı, annenin ve babanın
yaşları, eğitim düzeyleri gibi degişkenlerin yer aldığı bir Bilgi Formuyla toplanan bilgilere göre
ailelerin gereksinim düzeylerinin farklılaşıp farklılaşmadıgı da incelenmiştir. Sonuçta zihin
engelli çocuğa sahip ailelerin anasınıfına geçiş döneminde bilgiye gereksinimleri olduğu görülmüştür.
This study investigated the information needs of parents with mentally retarded children
in transition into public kindergarten. The research group consisted of 50 parents who have
children with mentally retarded with ages ranging from 3 to 5. "The Scale Parental Information
Needs in Transition to Kindergarten" was used. This research also examined the effects of
different variables such as the age at which children began education, age and educational level of
parents. The results show that parents with mentally retarded childeren have information needs.
S. verso zawiera odręczną notę "przedszkole"
Biblioteka Miejska w Mrągowie
S. verso contains the handwritten note “kindergarten”
City Library in Mrągowo.
