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Physical Environments of Early Childhood Education Centres: Facilitating and Inhibiting Factors Supporting Children’s Participation
International Journal of Early Childhood Pub Date : 2019-10-28 , DOI: 10.1007/s13158-019-00254-3
Helen Knauf

A normative demand placed on early childhood centres by political actors and education theorists is that they should promote participation by children. Numerous publications have set out recommendations for early childhood teachers on how to promote participation in their day-to-day activities. The present study considers the role of the environment in facilitating children’s participation through a visual environmental analysis, using photographs from two group environments in two different centres across three countries (Germany, New Zealand, and the USA). The analyses distinguished between environmental features of: transparency, structure, flexibility and responsivity, accessibility of materials, functional diversity, and representations of children in the environment. The findings demonstrate that a systematic approach to the analysis of physical environments can provide greater understanding about how environments may facilitate or constrain young children’s participation in early childhood centres. This study contributes to the methodological development for this field of analyses in early childhood education.

中文翻译:

幼儿教育中心的物质环境:支持儿童参与的促进和抑制因素

政治行动者和教育理论家对幼儿中心提出的规范要求是,他们应该促进儿童的参与。许多出版物都向幼儿教师提出了如何促进他们参与日常活动的建议。本研究使用来自三个国家(德国、新西兰和美国)的两个不同中心的两组环境照片,通过视觉环境分析考虑环境在促进儿童参与方面的作用。分析区分了以下环境特征:透明度、结构、灵活性和响应性、材料的可及性、功能多样性以及儿童在环境中的表现。研究结果表明,物理环境分析的系统方法可以更好地了解环境如何促进或限制幼儿参与幼儿中心。本研究有助于早期儿童教育这一分析领域的方法论发展。
更新日期:2019-10-28
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