保育、教学与养育的融合

Integrating Child Care,Teaching and Upbringing

在北欧国家,特别是丹麦,大多数儿童都能接受托幼机构的教育,因而他们能与其他儿童和教师一起共享社会生活。本文对丹麦有关保育是儿童健康和发展的手段,而教学是儿童学习的媒介这一常见的观念进行解构。这一观念把保育(在日托中心进行)和学习(在学校进行)看作是一对矛盾,使得丹麦早期教育处于一种浪漫的儿童中心地位。保育、教学和养育应该彼此融合。教师的作用主要体现在支持儿童自身的实验、调查以及儿童的社会性互动和游戏。

In northern European countries,especially in Denmark,the majority of the children have access to education by nursery institutions,enabling them to socialize(with their contemporaries and teachers).The paper deconstructs the Danish conventionality that care is a means for child health and development while teaching is the medium for child learning,which,taking care,the business of childcare centers,and learning,the responsibility of schools,as mutual-contradictory,reduces early childhood education in Denmark to something romantic and child-centered.Arguably,care,teaching and upbringing should be integrated.Teachers have a big role only in helping children with their experiments along socialization through games and the like.