新西兰的儿童早教.ppt

Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Early Childhood Education in the New Zealand Context.,新西兰的儿童早教,Sue Cherrington,School of Early Childhood Teacher Education,Institute for Early Childhood Studies,Victoria University of Wellington,New Zealand,苏,谢林顿,早教研究学院早教教师教育部,维多利亚大学,(,惠灵顿大学,),新西兰,Htia,te,rito,o,te,harakeke,Kei,hea,te,komako,e,k,?,Ki,mai,ki,au,He aha,te,mea,nui,i,te,ao,?,Mku,e,k,atu,He,tangata,he,tangata,he,tangata,Pluck the core shoot of the flax plant,Where will the bell bird sing?,If you should ask me,What is the main element in the universe,I will reply,It is people,it is people,it is people,The New Zealand context,新西兰的环境,A brief background to NZ ECE,新西兰早教的背景简介,Kindergarten,幼儿园,Playcentre,游戏中心,Education and care,教养,Te,kohanga,reo,语言巢,Home-based care and education,家庭教养,Correspondence School,函授学校,Kindergarten,幼儿园,Playcentre,游戏中心,Education and car,e,教养,Te,kohanga,reo,语言巢,Home-based care and education,家庭教养,Correspondence School,函授学校,Licence-exempt playgroups in NZ,新西兰的,免执照游戏小组,A playgroup is identified in the New Zealand context as:,Community-based non-profit making early childhood centres where groups of parents and children meet regularly with the purpose of providing early childhood care and education for the children and families attending and where,each playgroup meets for no more than one session of up to three hours on any one day;,more than half the parents of the children attending each session are present in the same play area at all times throughout the session;,the group of parents assume responsibility for each child attending the group;,the group operates as an informal,non-profit making,community-based group.,(Ministry of Education,1991),Current participation in ECE,目前早教的参与,Source:NZ Ministry of Education,2006.,Table 1:Number of licensed and chartered ECE services at 1 July,表,1,：,7,月,1,号为止的，有执照和许可的早教服务数量,Type of service,1990,1995,2000,2005,Licensed ECE Services:,Kindergarten,575,591,600,618,Playcentre,621,562,517,482,Education and Care centres,719,1,093,1,476,1,754,Te,Kohanga,Reo,616,738,583,501,Homebased,Networks,40,112,180,201,Correspondence School,1,1,1,1,Casual Education and Care,36,45,41,Total,2,572,3,133,3,402,3,598,Table 2:Number of children on the regular roll at Licensed early childhood education services at 1 July,表,2,：,7,月,1,号为止的，在有执照的早教服务中现有登记入学儿童的人数,Type of service,1990,1995,2000,2005,Licensed ECE Services:,Kindergarten,43,792,47,208,45,869,44,920,Playcentre,22,668,19,108,15,808,15,059,Education and Care centres,31,033,53,769,71,231,83,889,Te,Kohanga,Reo,10,108,14,015,11,138,10,070,Homebased,Networks,1,611,6,114,8,937,9,770,Correspondence School,861,901,984,813,Total,110,073,141,115,153,967,164,521,Source:NZ Ministry of Education,2006,Source:NZ Ministry of Education,2006,Table 3:,Licensed Early Childhood Education:enrolments by age at 1 July,表,3,：,7,月,1,号为止的，有执照早教服务中，按年龄分的登记入学人数,Age,1999,2000,2001,2002,2003,2004,2005,0,5,305,5,695,5,5475,858,6,332,6,577,6,576,1,15,635,16,015,16,809,17,625,18,282,18,925,20,200,2,26,472,27,612,27,067,28,911,29,582,29,688,30,695,3,47,125,48,041,47,749,47,405,49,724,49,166,49,037,4,55,662,54,931,53,878,54,784,54,642,57,051,56,098,5 or More,1,641,1,673,1,454,1,604,1,611,1,678,1,915,Total,151,840,153,967,152,504,156,187,160,173,163,085,164,521,0-4 years,150,199,152,294,151,050,154,583,158,562,161,407,162,606,Table 4:Number of licence-exempt ECE groups at 1 July,表,4,：,7,月,1,号为止的，有免执照的早教服务数量,Type of Group,2002,2003,2004,2005,2006,#change(02-06),%change(02-06),Playgroups,541,562,599,641,667,126,23.3Pacific Island Early Childhood Groups,133,121,113,106,93,-40,-30.1,Ng,Puna,Khungahunga,24,32,43,49,41,17,70.8,Licence-Exempt,Playcentres,28,30,32,31,22,-6,-21.4,Licence-Exempt Te,Khanga,Reo,14,12,13,11,8,-6,-42.9,Total,740,757,800,838,831,91,12.3,Table 5:Numbers of Children enrolled in Licence-Exempt ECE Groups at 1 July,表,5,：,7,月,1,号为止的，在免执照的早教服务登记入学的儿童人数,Type of Group,2002,2003,2004,2005,2006,#Change(02-06),%Change(02-06),Playgroups,15,002,16,250,17,744,18,042,17,476,2,474,16.5,Pacific Island Early Childhood Groups,2,914,2,573,2,392,1,864,1,179,-1,735,-59.5,Ng,Puna,Khungahunga,351,408,571,519,289,-62,-17.7,Playcentres,371,466,530,436,167,-204,-55.0,Licence-Exempt Te,Khanga,Reo,138,130,191,146,89,-49,-35.5,Total,18,776,19,827,21,428,21,007,19,200,424,2.3,Source:Ministry of Education,2006,.,Pathways to the future:,Ng,Huarahi,Arataki,:,A 10-year strategic plan for early childhood education,通向未来的道路：早教的,10,年策略方案,Launched in 2002,2002,年发起,Three strategic goals:,3,个策略目标,Increasing participation in quality ECE services,提高优质早教服务的参与,Improving the quality of ECE services,改善早教服务的质量,Promoting collaborative relationships,促进协作关系,Table 6:Pathways to the future:,Nga,Huarahi,Arataki,表,6,：,通往未来的道路Improve quality,提高质量,Promote collaborative relationships,促进协作关系,Supporting,strategies,支持策略,Increase the numbers of registered teachers,Support quality in ECE services provided by parents and,whnau,Improve ratios and group size,Promote the effective delivery of Te,Whriki,Establishment of,and reflection on,quality practices in teaching and learning,Promote coherence of education between birth and eight years,Provide more integrated services to children,parents,families and,whnau,Review of the regulations,Review of the funding system,Ongoing research,Involvement of the sector in on-going policy development and implementation,Promoting collaborative relationships,促进协作关系,Childrens well-being and development are fostered if the well-being of their family and community are supported;if their family,culture,knowledge and community are respected;and if there is a strong connection and consistency among all aspects of the childs world.,(Ministry of Education,1996,p.42).,A childs learning and development depend not only on the ECE environment they experience,but also on their home and wider social environment.,The coming together of children and families in ECE services provides greater opportunities for addressing health and social issues.,Building stronger links between ECE services,ante-natal,progammes,parents and,whnau,parenting programmes,schools,and health and social services can also improve a childs educational achievements.,Collectively,these services allow their learning and development to be met more holistically.,(Ministry of Education,2002,p.16),Programme,Programme focus,SPACE,Supporting new mothers with babies from birth to 1 year,HIPPY,Supporting parents to become involved in their 45 year-olds learning,PAFT,Parent support and education,from prior to their babys birth to 3-years-old.,SKIP,Supporting parents to raise their children in a positive way,Awhina,Mtua,Families not already accessing ECE services,particularly in new or isolated communities with fewer existing community resources.,Family Start,Intensive home-based support programme for high needs families with a new born baby whose difficult circumstances put at risk good health,education and social outcomes for their children,Strengthening Families,Aims to provide coordinated support for families working with 2 or more agencies.,Parents Centres NZ Inc,Antenatal education;parent education and support;,Early Years Initiatives,Early Years Service Hubs,Teenage Parents Service Coordinators,Roots of empathy programme,Features of parent and family support programmes,家长家庭援助项目的特征,Programme view parents and families from a credit rather than a deficit frame.,Programmes,acknowledge and work within the local context.,Programmes are delivered at a local level by local personnel.,Programmes aim to work collaboratively with,rather than in competition with existing or other services,Engagement with the programme is voluntary for families.,