界定早期教育质量必须考虑的三个维度

Three Factors To Definition the Quality of Early Childhood Education

上世纪70年代以来,早期教育质量一直备受研究者、家长和政策制定者的关注,但是这一领域却充满了争议,人们对早期教育质量是主观的还是客观的,谁有权力决定质量的内涵,以及如何测量质量等存在着不同的看法。未来的研究需要在具体的历史背景下重新建构早期教育质量的内涵,整合早期教育质量观在以上三个维度上的不同争议,并与幼儿的发展紧密联系起来。

Quality of early childhood education is receiving considerable publicity from researcher, parents and policy-makers since 1970s.But this field is full of controversies, including how to define the quality, who decides the quality, whether the quality is objective and how to measure the quality, which means the researchers should integrate these factors in the future when they redefine the quality of early childhood education.