2017-08-28 20:26

考虑到露比的学习故事,可以说,幼儿教育是既有趣又复杂。现在的孩子需要的真实情况,事件,和事件清楚地形成自己的知识和能力(邓恩& Stinson,2012)。因此,许多儿童早期教育计划和服务是超越课堂的四角和与这些年轻的学习者探索真实的世界。然而,节目和服务提供给这些孩子相关的连接,并按照规范的学术课程的幼儿教育。教育部(1996)强调,“许多儿童早期教育服务的存在作为一个国家组织提供他们的哲学基础和方向的一部分。每个组织的特定方法的课程是其身份的一个重要组成部分,一些组织运行的专门训练课程,协助课程开发适合他们的特定的哲学”(p.17)。从这个意义上,可以说,幼儿教育不应该仅仅是好玩,有趣,和光。它也应该根据幼儿课程目标提供了广泛的学习和探索。TE whariki努力塑造基于儿童的需要和需求的课程为自己的清白大(alvestad,邓肯,& Berger,2009)。因此,他们想不使用真正的经验,探索世界的事情,和环境。这一判决支持教育部(1996)的说法:“早期儿童课程承认可以有很大的变化率与儿童生长发育的时间和自己的能力来学习新的东西,新的地方”(页)。早期儿童课程是更复杂的比任何的课程,因为它不仅考虑学生的年龄和条件,而且他们的学习能力,情绪,并为他们顺利成长和发展的欲望(布雷洛克,2011)。在露比的案例中,它表明,在中心的老师都尽力给孩子最好的环境。他们告诉孩子真实的世界具有巨大的指导和帮助。通过这些事情,孩子们可以探索他们的社会环境不易或犹豫,因为他们知道有人支持他们。
Considering Ruby's learning story, it can be said that early childhood education is both fun and complicated. Children nowadays need real situations, occurrences, and events to clearly shape their knowledge and abilities (Dunn & Stinson, 2012). Due to this, numerous early childhood programs and services are moving beyond the four corners of the classroom and explore the real world with these young learners. However, the prgrams and services provided to these children are related, connected, and in accordance to the standard academic curriculum of early childhood education. The Ministry of Education (1996) emphasizes that "many early childhood education services exist as part of a national organisation which provides their philosophical rationale and direction. The particular approach of each organisation to curriculum is an essential part of its identity, and some organisations run specialised training programmes to assist in developing a curriculum appropriate for their particular philosophy" (p.17). From this sense, it can be said that early childhood education should not only be fun, enjoyable, and light. It should also provide extensive learning and exploration according to the goals of early childhood curriculum. The Te Whariki is doing its best to shape the curriculum based on the needs and demands of the children for their innocence is wide and great (Alvestad, Duncan, & Berge, 2009). Therefore, they want to explore the world differently-using real experiences, things, and environment. This judgment supports the Ministry of Education's (1996) claim saying that "the early childhood curriculum recognises that there can be wide variations in the rate and timing of children's growth and development and in their capacity to learn new things in new places" (p.20). The early childhood curriculum is more complicated than any curriculums because it does not only consider the age and condition of the students, but also their learning abilities, mood, and desires for them to successfully grow and develop (Blaiklock, 2011). In Ruby's case, it is shown that the teachers in the centre are doing their best to provide children the best environment. They show children the real world with great guidance and assistance. Through these things, children would be able to explore their social environment without being vulnerable or hesitant because they know that someone is there to support them.