Relationship between Authoritative Parenting Style and Preschool Children’s Emotion Regulation:A Moderated Mediation Model

An authoritative parenting style has been shown to promote children’s emotion regulation in European-American family studies.However,little is known about how sleep problems and the child’s sibling status in Chinese families affect this relationship.Based on family system theory,this study attempts to better understand the relationship between authoritative parenting style and emotion regulation.Mothers of preschool children in Chinese kindergartens completed questionnaires about their children’s sleep habits,their authoritative parenting styles,and children’s emotion regulation.A total of 531 children participated in this study.Results showed that authoritative parenting was positively associated with emotional regulation.Sleep problems mediated the effects of authoritative parenting style on emotion regulation.The child’s sibling status moderated the mediating effects of sleep problems in authoritative parenting and emotion regulation relationships.Specifically,the relationship between the authoritative parenting style and sleep problems was significant for only children,while birth order had no significant influence on the authoritative parenting style and sleep problems in two-child families.These findings suggest that a lowauthoritative parenting style predicts low emotion regulation through sleep problems,and this depends on the child’s sibling status,indicating that children without siblings may impair emotion regulation due to increased sleep problems.

A Study on Teacher-Child Interaction from the Perspective of Children

Children’s perspective is based on their own cognitive level in understanding objective things.The study of children’s perspective is a bottom-up research process under the premise of having a full respect for a child’s view.With the change of views about children in recent years,“children’s perspective”has become a new research direction.At the same time,teacher-child interaction,as an important means of evaluating the quality of kindergarten education,requires a bottom-up perspective from children.This study hopes to understand children’s emotional experience in the process of teacher-child interaction as well as their understanding and evaluation of their own experience by exploring their perspectives on the interaction,so as to better improve the quality of teacher-child interaction in kindergarten.

Children’s Health, Parent-Child Activities, Using Digital Devices, and Social Competence: Serial Mediation

Background: Studies have pointed out the influence of different children’s activities and prolonged use of digital products on their social development. However, whether the parent-child activities and using digital devices were serial mediators of the relationship between children’s health and social development needs further verification. Purpose: This study explored how parent-child activities and children’s use of digital devices influence the relationship between children’s health and their social competence. Method: This study used data from Kids in Taiwan: National Longitudinal Study of Child Development and Care. A total sample of 2164 participants was used in this study. Serial mediation analyses were performed using model six of Hayes’ PROCESS (2012). Results: This study found that parent-child activities and the use of digital devices can serially mediate the relationship between children’s health and social competence. Children’s health could directly improve their social competence, but it could also serially mediate social competence by increasing parent-child activities and reducing the use of digital devices. Conclusion: Childcare policy planners and parenting educators should not only call on parents to reduce the use of electronic products for their children, but also encourage parents to spend more time interacting with their children, so that children can learn social skills by interacting with others in their daily lives.

Can ECE Classes Sustainably Empower Preschool Children’s Development?-A Longitudinal Study of the Role of ECE Classes in Children’s Learning and Development

Does enrolling children aged 0-3 in early childhood education(ECE)classes continuously empower their learning and development after entering kindergarten?Based on the tracking survey data of 664 children aged 3-6 in 2017 and 367 children aged 3-6 in 2018,this study uses Propensity Score Matching to analyze this issue.The findings reveal that children’s family socioeconomic status is a key factor influencing their participation in ECE classes.The baseline data show that participation in ECE classes does not significantly improve children’s learning and development.However,the follow-up data show that participation in ECE classes plays a significant negative role in motor development for children moving to their second year of kindergarten,but subsequently plays a positive role in language development,health,and safety for those entering their third year of kindergarten.Overall,participation in ECE classes plays no continuous positive role in children’s learning and development after they enter kindergarten.Based on these findings,it is suggested that parents should respect the natural laws of child development instead of blindly following the trend of attending ECE classes,and high-quality parental companionship is crucial.The Chinese government is supposed to implement policies such as“double reduction”to regulate ECE institutions that fail to operate in good faith.

幼儿游戏化运动的生成逻辑、价值根据与实践路径探析

为探索幼儿体育的科学化道路,采用文献资料、逻辑分析等方法,以诠释儿童的生命存在与身心需要为基点,对幼儿游戏化运动的生成逻辑、价值根据以及实践路径展开探讨与考量。结果表明:幼儿的生命特性、成长诉求和发展规律决定了幼儿需要合法的引导与塑造,需要被保护自然秉性并厚植生长沃土,需要被悉心呵护,需要被聆听尊重;游戏化运动作为赋予运动以游戏性质和游戏精神的基本动作元素的排列组合形态,能够顺应幼儿的“天性”和“心性”,助益幼儿的“未成熟”和“非特定”,迎接幼儿的“自然性”和“生物性”,立教幼儿的“社会性”和“文化性”;推进与践行幼儿游戏化运动,需树立正确性的理念,设置阶段性的目标,开发多样性的要素,营造自由性的空间,创设生动性的情景,制定引导性的规则,调控合理性的竞争,保持适宜性的强度。

基于儿童绘画的师幼关系评价研究

师幼关系是评价学前教育过程质量的核心指标。师幼关系评价需要儿童视角的加入,以有效获知幼儿对师幼关系的体验。本研究采用开放性儿童绘画的方法,建立三个维度17项指标来分析师幼关系主题绘画《我和老师在一起》。研究结果证明了基于儿童绘画评价师幼关系方法的有效性,不同师幼关系水平下儿童绘画作品在画面构图、人物情感与互动、画面特点三个维度上存在明显差异。幼儿园中、大班的师幼关系质量整体状况良好;儿童知觉到的师幼关系表现出明显的年龄差异和性别差异。本研究为从儿童视角开展学前教育评价以及采用量化与质性相结合研究方法获取评价信息提供了借鉴。广大学前教师应更加重视儿童视角下的师幼关系评价,全面评价、定期诊断并及时改进幼儿与教师的关系。

学前儿童视野中的人工智能产品——基于马赛克研究方法

随着人工智能时代的来临,人工智能产品迅速兴起并进入儿童生活。儿童作为拥有独立人格的主体,有能力也有权利表达对于事物的观点与感受。基于儿童视角,邀请南京市一所公办幼儿园大班26名幼儿,使用马赛克方法参与研究,探析儿童视野中的人工智能产品,了解其接触人工智能产品的类型、使用情况、看法、态度等,并借助质化分析软件NVIVO11对资料进行编码分析。结果发现:人工智能产品已成为生长于城市且家庭社会经济地位较高的儿童生活中重要组成部分;大多数幼儿对人工智能产品持有积极态度;儿童与人工智能产品之间产生了情感链接,但人工智能产品无法完全满足幼儿的陪伴需求;机器学习不能代替幼儿的亲身体验。幼儿园、家长乃至产品生产者应顺应时代发展,基于儿童需求,构建教育新态势,思考在早期教育阶段的人工智能教育内容,合理选用人工智能产品,关注幼儿情感需求和真实体验,真正发挥技术对于儿童发展的助推作用。

核心经验视角下的幼儿体育运动开展初探

文章基于幼儿运动核心经验视角,在尊重幼儿作为体育活动主体的基础上,重新审视了幼儿体育活动的内容和形式,提出从创新设计理念、优化环境材料和促进幼儿运动能力发展三方面入手,打造有趣且富有意义的幼儿体育活动,以期为幼儿体育教育提供新的思路。

High-throughput sequencing identifies salivary microbiota in Chinese caries-free preschool children with primary dentition

Objectives:The study aimed at identifying salivary microbiota in caries-free Chinese preschool children using highthroughput sequencing.Methods:Saliva samples were obtained from 35 caries-free preschool children(18 boys and 17 girls)with primary dentition,and 16 S ribosomal DNA(r DNA)V3–V4 hypervariable regions of the microorganisms were analyzed using Illumina MiSeq.Results:At 97%similarity level,all of these reads were clustered into 334 operational taxonomic units(OTUs).Among these,five phyla(Firmicutes,Proteobacteria,Actinobacteria,Bacteroidetes,and Candidate division TM7)and13 genera(Streptococcus,Rothia,Granulicatella,Prevotella,Enterobacter,Veillonella,Neisseria,Staphylococcus,Janthinobacterium,Pseudomonas,Brevundimonas,Devosia,and Gemella)were the most dominant,constituting 99.4%and 89.9%of the salivary microbiota,respectively.The core salivary microbiome comprised nine genera(Actinomyces,Capnocytophaga,Gemella,Granulicatella,Lachnoanaerobaculum,Neisseria,Porphyromonas,Rothia,and Streptococcus).Analysis of microbial diversity and community structure revealed a similar pattern between male and female subjects.The difference in microbial community composition between them was mainly attributed to Neisseria(P=0.023).Furthermore,functional prediction revealed that the most abundant genes were related to amino acid transport and metabolism.Conclusions:Our results revealed the diversity and composition of salivary microbiota in caries-free preschool children,with little difference between male and female subjects.Identity of the core microbiome,coupled with prediction of gene function,deepens our understanding of oral microbiota in cariesfree populations and provides basic information for associating salivary microecology and oral health.

大班幼儿判断游戏活动的依据——基于儿童视角的研究

基于儿童视角研究儿童判断游戏的依据,对于丰富有关儿童游戏观的研究和优化幼儿园游戏实践具有重要意义。本研究选取某省会城市一所从私立园转为公办园的3个大班76名幼儿作为研究对象,主要通过照片引谈法收集儿童对是否是游戏活动的判断及其依据,利用质性分析软件Nvivo8进行编码,结果发现儿童判断游戏活动的依据主要涉及活动材料、活动自由度、活动地点、假想与虚构、动作与表情、活动价值、教师角色、活动体验、活动经验、幼儿人数等因素。这对幼儿园游戏活动的开展有如下启发:应基于儿童视角提供丰富适宜的游戏材料;应确保幼儿游戏中自由与规则的均衡;应灵活布置安全并吸引幼儿的游戏场地;应鼓励幼儿在游戏中进行假想与虚构;教师应根据幼儿需要转变自身角色;应确保幼儿获得积极的游戏性体验。

建构回归儿童生活的学前课程

儿童的生活具有发展性、游戏性、整体性和自然性等特征。当前的学前课程在课程目标、课程内容、课程实施和课程评价等方面都疏离了儿童的生活。构建回归儿童生活的学前课程,课程目标要满足儿童现实生活需要,建构儿童的可能生活;课程内容要贴近儿童的生活经验;在课程实施中要还原游戏的应有之义;课程评价中要建立儿童生活的参照系。

幼儿幽默感结构和发展特点

采用开放式问卷、个案观察和理论推导相结合的方法，自编3～5岁幼儿幽默感教师评定问卷，通过因素分析研究3～5岁幼儿幽默感的结构。结果表明：3～5岁幼儿幽默感包括幽默理解、幽默应对和幽默创造三个维度；所编制的3～5岁幼儿幽默感教师评定问卷具有较高的信度和效度；3～5岁幼儿幽默感随年龄增长逐渐上升，且存在显著的性别差异。

学龄前儿童行为问题及影响因素分析

目的对学龄前儿童的行为问题及影响因素进行调查分析，促进其健康发展，以减少注意缺陷多动障碍的发病率。方法对无锡市604名学龄前儿童进行家庭问卷和Conners父母问卷调查分析。结果学龄前儿童行为问题检出率为23．01％，其中多动冲动因子检出率为8．11％；父亲文化程度、母亲文化程度、和父亲相处时间及家庭类型与其行为问题的发生经比较差异有统计学意义（x2分别为12．251、13．118、4．906、4．827，均P〈0．05）；性别、和父亲相处时间、家庭类型是多动冲动行为发生的危险因素（x2分别为4．005、4．895、4．096，均P〈0．05）。结论学龄前儿童行为问题的发生是生理特点、家庭环境、社会经济等多种因素相互作用的结果，因此应采取科学的教育方式降低儿童行为问题的发生率。

2019-2020年中山市学龄前儿童营养摄入情况调查及营养不良危险因素分析

目的了解2019—2020年中山市学龄前儿童营养摄入情况,分析其营养不良可能的危险因素。方法采取分层整群抽样方法抽取中山市东区、石岐区、南区及西区4个城区共2000名学龄前儿童,调查3~6岁儿童睡眠、运动、饮食习惯、营养摄入情况,采用多因素logistic回归分析其营养不良的相关危险因素。结果中山市4个城区3~6岁学龄前儿童营养不良发生率为7.95%。营养不良儿童相关危险因素单因素分析结果显示,饮食习惯、运动习惯、现就读学校等级、家庭收入情况及居住社区环境组间差异有统计学意义(P<0.05)。非条件logistic回归分析显示,饮食习惯中不喜欢吃肉鱼虾类、家庭收入低及居住社区环境差为儿童营养不良的独立危险因素(P<0.05)。结论缺乏动物蛋白摄入、家庭收入低及居住环境差是导致儿童营养不良发生的独立危险因素,在今后的儿童营养保健中加强针对性管理措施。

学前教育“儿童视角”研究的回顾与展望

“儿童视角”在学前教育研究中出现的频次越来越高,从学前儿童的视角看世界,更好地理解和尊重儿童,对于儿童的发展具有重要意义,尤其对于提高儿童的参与意识、关注儿童的真实体验以及完善与学前儿童相关的政策法规都起着举足轻重的作用。目前研究集中在“儿童视角”的内涵概念界定、基本研究范式和具体实证等方面,虽然取得了一些有价值的成果;但由于研究者的研究角度不同、观点不一和缺乏一定的理论指导,导致关于“儿童视角”研究的伦理范畴、概念界定和理论依据等方面存在很大争议。通过梳理以往研究的背景和概况,提出今后研究应严格界定“儿童视角”的内涵、加强“儿童视角”的理论研究、加强跨学科与不同主体间视角的比较研究,以探究“儿童视角”研究的创新点。

从叙事角度对迟子建小说童年母题的研究

论题从儿童视角的角度切入文本,来研究迟子建文学创作的独特方式。儿童视角表现迟子建文学创作中童年母题的外在形式,表现作家的童心和对自然的热爱,使其文学作品在当今中国文坛上呈现勃勃生机的灵动意蕴。

学前儿童修辞性语言的出现与培养

修辞性语言代表语言运用的高位水平,修辞的运用有利于儿童认知、情感及审美的发展,并能为其社会性发展创造更为有利的情境,应将之作为儿童语言教育目标的重要组成部分。学前儿童已经能够运用真正的修辞性语言,为促进其修辞能力的发展,教师应做到顺应儿童修辞天赋与提供适当刺激的统一,引导儿童分析语言外在形式与感受内在意蕴的统一,鼓励儿童自由使用语言与培养其"择语"意识的统一。

试论《哈克贝利·费恩历险记》的儿童视角

马克·吐温的儿童小说《哈克贝利·费恩历险记》借助儿童尚未受到成人世界人情世故和意识形态浸染的本真生命体验,以哈克天真无邪的眼睛来观察世界,生动地叙述了惊险刺激的故事情节,真实细腻地展现了纯真拙朴的童心世界,进而还原出世界的本来面貌,深化了小说的主题。而促使作家选用儿童视角进行创作的深层心理因素,则是作家的儿童情结与童年生活体验,以及深受圣经文化熏陶的对理想世界潜在的精神需求。

中华儿童教育社简史(1926-1950)——儿童教育研究与发展中心的炼成

中华儿童教育社是民国时期重要的教育学术团体之一,从南京城内一幼稚教育研究会逐渐发展而来,主要得益于陈鹤琴等人的见识与努力。该社通过发行专门杂志和丛书、举办学术年会等方式,成为了当时儿童教育研究与推动的中心,促进了儿童教育事业的发展。这一学术团体的业绩证明了组织的力量。

生态观视角下黎族文化在幼儿园艺术领域课程开发利用中的研究

近年来随着经济迅速发展,黎族文化的传承与发扬也迎来了前所未有的挑战。文章以生态观为视角,选择符合幼儿年龄特点和学习特征的黎族文化元素开发幼儿园艺术领域的课程。在艺术领域课程开发的过程中,试图关注各领域之间的相互融合与渗透,但在实践中存在着对其内涵认识不足、重形式轻发展、忽视生态教育和生活教育等问题。该课程在开发利用中应考虑领域之间的生态关系,加强教师培训的针对性,并运用多种渠道搜集黎族地区文化资源,使生态教育活动开展具有适宜性。