美国州立普惠性学前教育的发展与困境——基于佛罗里达州的个案分析被引量：3

The Development and Dilemmas of State-Level Universal Pre-Kindergarten Education in America——A Case Analysis of Florida

下载PDF

导出

摘要普惠性学前教育是美国社会长期热议的话题之一。佛罗里达州经公民倡议投票修改州宪法,自2002年开始正式向州内所有4岁幼儿提供免费自愿的普惠性学前教育(简称VPK项目)。该州目前是全美州立普惠性学前教育普及范围最广、惠及幼儿人数最多的地区之一,但在项目推行过程中,由于存在经费投入少、质量标准低、协同难度大等困境,致使项目未能完全兑现州宪法规定提供"高质量"学前教育的承诺。保守派共和党人的政治抵制、立法机构与多方利益主体的博弈、各方执行者基于自身利益形成的联盟、采用以节约成本为导向的外延式发展模式等是导致该州普惠性学前教育发展陷入上述困境的根源。我国在推进普惠性学前教育发展的过程中,应坚持"自上而下"与"自下而上"相结合,共创普惠性学前教育发展路径;应多种发展模式共举,提高普惠性学前教育经费利用率;应兼顾"结构质量"与"过程质量",确保普惠性学前教育可持续健康发展。 Florida has voted to revise the state constitution by citizen initiative, providing universal and voluntary prekindergarten education （VPK） to all 4-year-old children in the state. The state has gradually become one of the most broadly areas of universal pre-school education in the USA. However, during the implementation of the program, due to the difficulties of less investment, low quality standards, harsh co ordination, VPK failed to fully achieve the state constitutional commitment of ＂high quality＂. Florida Universal Pre-Kindergarten Education is faced with political resistance from conservative Republicans. The legislature joined in the game relationships with multi-stakeholder groups and eventually the perform ers form an alliance based on their own interests, using the extension of the development model that is cost-oriented and reducing quality, which becomes the roots of developmental dilemmas of Florida Univei＇sal Pre-Kindergarten Education. A comprehensive analysis of the state universal pre-school education development can provide useful inspiration for our country.

作者唐文雯

机构地区北京师范大学教育学部美国加州大学伯克利分校

出处《学前教育研究》 CSSCI 北大核心 2018年第1期13-25,共13页 Studies in Early Childhood Education

基金国家留学基金委的资助

关键词普惠性学前教育教育发展困境多方利益主体教育投入教育质量 universal pre-kindergarten education, educational development dilemmas, multi-stake- holder, education input, education quality

分类号 G619.712 [文化科学—学前教育学]

引文网络
相关文献

参考文献1

1张瑞瑞.美国早期儿童示范项目的特征与启示[J].学前教育研究,2011(9):3-7. 被引量：4

二级参考文献14

1Reynolds, A. J. The state of early childhood intervention: Effectiveness, myths and realities, new directions. Focus, 1997, ( 19 ).
2Barnett, W. S., Hustedt, J., Robin, K., and Schulman, K. The State of Preschool Yearbook. New Brunswick, N J: Rutgers University, National Institute for Early Education Research, 2003:78.
3Zigler,E.,Styfco,S.J.The hidden history of Head Start. London: Oxford University Press,2010:26.
4Schweinhart,L. J., Montie,J.,Xiang,ZP.,Barnett,W.S.,et al. Lifetime effects: The High/Scope Perry Preschool study through age 40. Ypsilanti: High/Scope Press, 2005:57.
5Reynolds, A. J., Temple, J. A., Ou, S., Robertson, D. L.,Mersky, J. P., Topitzes, J. W., et al. Effects of a school-based, early childhood intervention on adult health and well-being: A 19-year follow-up of low income families. Archives of Pediatrics and Adolescent Medicine, 2007,(8).
6Huffman, L. C., Mehlinger, S. L., & Kerivan, A. S. Risk factors for academic and behavioral problems at the beginning of school, http://www, ce-credit.com/articles/9580/riskfactorsacademic.pdf, 2010-12-26.
7Linver, M. R., Brooks-Gunn, J., Kohen, D. E. Family processes as pathways from income to young children' s development. Developmental Psychology, 2002,(5).
8Lynn A. Karoly, M.Rebecca Kilburn, Jill S.Cannon. Early Childhood Intervention :Proven Result, Future promise. RAND Corporation, 2005 : 78,110.
9Myers,R.G.,Hertenber, R.The eleven who survive:Toward a re-examination of early childhood development program options and costs.Washington,DC: World Bank, 1987:34.
10Haskins, R.Beyond Metaphor :The Efficacy of Early Childhood Education. American Psychologist, 1989,(2).