“儿童友好”理念的核心内涵及其教育实践  

On the Connotation and Educational Practice of the Concept of“Child-Friendly”

作　　者：李雨姝 鄢超云[1] LI Yushu;YAN Chaoyun(College of Education Science,Sichuan Normal University,Chengdu 610066 China;College of Preschool and Primary Education,China West Normal University,Nanchong 637000 China)

机构地区：[1]四川师范大学教育科学学院,成都610066 [2]西华师范大学学前与初等教育学院,南充637000

出　　处：《学前教育研究》2023年第3期48-57,共10页Studies in Early Childhood Education

基　　金：四川省南充市社科规划课题“儿童视角下的区域游戏探究——以南充市为例”(编号:NC2020B224)。

摘　　要：当前“儿童友好”理念已经融入社会治理、城市建设、学校教育、医疗卫生、经济司法等各个领域,其核心内涵是基于儿童视角保障并实现儿童的基本权利。作为“儿童友好”理念在我国学前教育领域的实践典范,“爱生幼儿园”围绕“儿童权利保护”形成了一套从教育目标、课程实施、环境创设到教育评估的完整框架体系,取得了一系列有益的经验和成果。由于教育协同机制的缺失、“教育理论”和“教育实践”的隔阂、文化价值观念的掣肘,以“爱生幼儿园”为代表的教育实践还存在“儿童友好”目标达成度不够、理念向行动转化不足、可持续发展乏力等遗憾。真正落实“儿童友好”理念还需要我们加强“儿童权利保护”专项立法与专题培训,加大“儿童友好”文化宣传,基于儿童视角构建“儿童友好”幼儿园标准体系和民主参与机制,打造“儿童友好”生存发展环境。The concept of“Child-friendly”has been popular in all aspects of social life.The connotation of the concept is to protect children’s rights based on their perspectives.As a practical example of“child-friendly”concept in the field of preschool education in China,“Aisheng kindergarten”has constructed its special educational framework,and made great progress in creating child-friendly systems of curriculum,environment,and evaluation for children.But it is still not satisfying because the concept of“child-friendly”has not been realized fully.It needs to establish the coordination mechanism of protection of children’s rights,and build child-friendly kindergarten standards and development environment in future.

关 键 词：“儿童友好” 儿童权利 “爱生幼儿园” 

分 类 号：G612[文化科学—学前教育学]