Effective Educational Programs for Young Children: What We Need to Know
Effective Educational Programs for Young Children: What We Need to Know
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DOI：
10.1111/j.1750-8606.2007.00008.x
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发表时间：
2007-01-01
影响因子：
6.4
通讯作者：
Bogard, Kimber L.
中科院分区：
文献类型：
--
作者：
Takanishi, Ruby;Bogard, Kimber L.
政策制定者和研究人员对幼儿教育项目有着共同的兴趣。政策制定者将这些计划视为缩小许多进入幼儿园的儿童在成绩方面持续存在的差距的潜在手段。研究人员将他们的角色视为评估各种计划的有效性，以便政策制定者做出明智的决策。本文提供艺术。概述目前已知的以及需要确定的有助于早期教育计划取得积极成果的因素。需要新的前瞻性纵向研究，以及对最近大规模纵向研究的二次分析，这些研究可以提供有关计划设计和影响的问题。确定了有关有效计划的五个知识差距： 计划。艺术设计越来越多元化的幼儿群体，包括移民；将教学过程与儿童成果联系起来；基于发展科学了解广泛的儿童结局；将多个学科的观点纳入有效的早期教育计划的构成中；并继续解决研究和实践如何互惠互利的问题。
Policymakers and researchers have shared interests in educational programs for young children. Policymakers see these programs as a potential means of narrowing the persistent gaps in. achievement evident in many children entering kindergarten. Researchers see their role as one of assessing the effectiveness of various programs so that policymakers cart make informed decisions. This article provides art. overview of what is currently known and what needs to be determined about the factors that contribute to positive outcomes front, early education programs. New prospective longitudinal studies are needed, as well as secondary analyses of recent large-scale longitudinal studies, which cart inform issues of program design and impact. Five gaps in knowledge about effective programs are identified: program. design for art increasingly ethnically diverse group of young children, including those of immigrants; connecting teaching and learning processes to child outcomes; understanding a broad range of child outcomes based on developmental science; bringing multiple disciplinary perspectives to bear on what constitutes effective early education programs; and continuing to address how research and practice cart be mutually beneficial.