美国早期儿童数据系统的建设与启示

On the Construction and Enlightenment of America's Early Childhood Data System

20世纪80年代以来,随着世界经济格局的变化,美国社会对人才和教育质量的要求越来越高。为确保每一个人都能成功,美国联邦政府开始将教育改革的重点放在提升早期教育的公平和质量上,希望高质量的早期教育能够为人一生的发展打下坚实的基础。但美国早期儿童的教养项目繁多、部门之间相互封闭,阻碍了美国联邦和地方政府对早期儿童教育的科学决策和投资。在此背景下,美国联邦政府开始鼓励各州建设早期儿童数据系统,希望能够用科学的数据系统来支撑早期儿童教育质量的提升。美国联邦政府的支持主要体现在两大方面:第一,用项目基金资助各州,如"力争上游—早期学习挑战基金"(Race to the Top—Early Learning Challenge funds,简称RTT-ELC);第二,鼓励早期儿童数据系统指导部门如早期儿童数据协作小组(Early Childhood Data Collaborative,简称ECDC)开展科学研究,以指导各州的早期儿童数据系统建设。经过近20年的发展,美国早期儿童数据系统建设已累积了一些经验,值得我国借鉴。首先,美国早期儿童数据系统一开始就明确了目标,即要借助客观的早期儿童数据支持政府科学决策、投资;监管、促进与儿童发展相关的项目和服务品质发展;推动教师团队的专业发展;提升家庭教养能力,最终促进儿童的发展。然后,依据目标确定了数据系统的使用对象、关键问题,并制定了系统的数据标准。其次,创建了高效的早期儿童数据系统管理结构,具体包括组建不同领域的专家队伍,明确管理机构的框架和责任分工与合作,确保数据的科学有效使用。再次,建立了早期儿童数据系统与K-12教育系统的联结。最后,在便捷获取数据的同时,要求确保数据的隐私与安全。目前我国也越来越重视学前儿童数据的价值,可以借鉴美国的经验,整体规划我国学前儿童数据系统的建设目标与管理框架;以教育发达地区为突破点,以点带面;抓住当前我国学前儿童数据的核心问题,重视数据的科学、系统、完整和数据的价值分析;在确保数据安全的前提下,促进我国学前教育质量的提升与儿童的发展。

With the change of the world＇s economic landscape, the demand for educational quality has been higher and higher in the United States since 1980s. In order to ensure children＇s success in the future, the federal government of the United States began to focus on educational reform to improve the fairness and quality of early childhood education. But the early childhood education programs in the United States are too much, which hindered the scientific decision-making and investment of the federal and local governments to early childhood education. So the federal government encouraged every state to construct early childhood data system, hoping the scientific data system would support the quality improvement of early childhood education. The federal government＇s support is mainly reflected in two aspects. Firstly, the government uses projects funds, such as the＂Race to the top - early learning challenge funds＂. Secondly, the government encourages departments for guiding early childhood data system to carry out scientific research, such as Early Childhood Data Collaborative. After nearly 20 years of development, early childhood data systems in the United States have accumulated some experiences. First of all, the early childhood data systems in the United States make it clear that the goal should be to support the government＇s scientific decision-making and investment in the early childhood education, to supervise and promote the quality of related projects and services for children＇s development, to improve teachers＇ professional competence and parents caring ability, and ultimately to promote the development of children. Secondly, it need to create efficient early childhood data management system structure, which includes experts from different fields and clear management framework. Thirdly, the connection between early childhood data system and K-12 education system should be established. Finally, data＇s privacy and security while accessing data should be ensured. Nowadays, the educational domain in our country pays more attention to the value of preschool children＇s data and can learn much from the experiences of the United States. For example, we should plan the construction goal and management framework for preschool children＇s data system, and take educational developed areas as the breakthrough points and then expand to the whole country; We should grasp the core issues of the children＇s data in our country, value the scientific, systematic, and holistic nature in early childhood data and attach importance to the analysis of data and data＇s security while using.