中、美、英幼儿社会领域学习与发展内容的比较与启示——基于幼儿学习与发展纲领性文件的分析

The Comparison and Enlightenment of Learning and Development Content in the Social Field of Children in China, the United States and the United Kingdom ——analysis based on the programmatic documents of children’s learning and development in the three cou

从中、美、英儿童学习与发展的纲领性文件来看,不同文化背景下的三个国家都将自我意识、人际交往、社会情感、对周围世界的认识列为幼儿社会领域学习与发展的重要内容。在学习与发展指标方面,我国的要求较为深入,兼顾幼儿个性、情感发展的同时,侧重幼儿社会品质的培养;美国各州(特区)的标准更加丰富全面,且重视幼儿个性品质与社会核心经验的学习;英国教育部颁布的学习与发展框架,始终重视平衡幼儿个体发展与社会需要之间的关系。通过比较和审思纲领性文件发现,我国的幼儿社会领域学习与发展内容,应当增加自我发展的学习维度,完善幼儿自我意识教育;应当细化情绪教育的指标表述,丰富幼儿情绪和情感培育;扩充幼儿对周围世界的理解范围,拓宽学习视野与格局,以回应新时代下我国幼儿教育面临的诸多挑战。

According to the programmatic documents on children’s learning and development in China, the United States and the United Kingdom, it can be seen that the three countries under different cultural backgrounds all regard children’s self-awareness, interpersonal communication, social emotion and understanding of the world around them as important learning and development content in the social field. However, in terms of learning and development indicators, China’s requirements are more in-depth, focusing on the cultivation of children’s social quality while taking into account the development of children’s personality and emotion.The standards of various states(special administrative regions) in the United States are more abundant and comprehensive, focusing on the learning of children’s personality quality and social core experience. The Learning and Development Framework issued by the UK Department for Education has always attached importance to balancing the relationship between individual development and social needs of young children. By comparing and reviewing the programmatic documents, the researcher finds that, in terms of the learning and development content in the social field of children in China, it is necessary to increase the learning dimension of self-development, and improve the self-awareness education of young children. Also, it is necessary to refine the expression of emotional education indicators to enrich the emotional development of young children. In this way, it will expand children’s understanding of the world around them, broaden their learning horizons and patterns, in order to respond to the challenges faced by China’s early childhood education in the new era.