学前特殊需要儿童的支持维度与要素研究:基于六国学前教育课程指南的比较分析

Research on the Support Dimensions and Elements of Preschool Children with Special Needs:A Comparative Analysis Based on Six Countries'Preschool Curriculum Guides

在“强化学前教育普惠发展”背景下,对学前特殊需要儿童的支持是促进教育公平、提升幼儿园有质量普及普惠的核心要素之一。按照样本筛选、框架确立、并置比对、穿梭比较和思考建议五个步骤,依据程序化扎根理论,运用MAXQDA分析软件对六个国家的学前教育课程指南进行比较研究。结果发现,对学前特殊需要儿童的支持可分为学前教育机构的内部支持与外部支持2个核心维度,涵盖“物理环境”“文化氛围”“课程方案”“培训指导”“管理服务”5个核心要素及16个细化指标,共同支持特殊需要儿童的学习与发展。因此,应强化学前教育机构的内部支持,包括强调营造尊重、包容的教育环境,促进特殊需要儿童的归属感;满足差异化教育需求,为特殊需要儿童制定课程方案;秉持人本、多元的评价,助力特殊需要儿童获得成功;应联动学前教育机构的外部支持,包括与特殊教育机构紧密合作,为特殊需要儿童提供专业支持;构建整体性援助服务,为特殊需要儿童编织支持网络。

In the context of“strengthening the development of affordable preschool education”,support for preschool children with special needs is one of the core elements of promoting educational equity and enhancing the efficiency of affordable kindergartens education.According to the five steps of sample selection,framework establishment,juxtaposition comparison,shuttle comparison and reflection and recommendation,a comparative study of preschool curriculum guides of six countries was conducted by using MAXQDA analysis software with grounded theory.It is found that support for preschool children with special needs can be divided into two core dimensions:internal support and external support of preschool institutions,covering 5 core elements and 16 detailed indicators of“Physical environment”,“Cultural atmosphere”,“Curriculum plan”,“Training guidance”and“Management Service”,which together support the learning and development of children with special needs.The internal support of preschool institutions should be strengthened,including the emphasis on creating a respectful and inclusive educational environment that promotes a sense of belonging among children with special needs;meeting the needs of differentiated education and formulating educational programs for children with special needs;upholding humanistic and diversified evaluation to help children with special needs achieve success.The external support of pre-school institutions also should be linked up,including close cooperation with special education institutions,to provide professional support for children with special needs and holistic assistance services should be constructed to weave a support network for children with special needs.