云南省2016—2018年入托入学儿童预防接种证查验及疫苗补种情况分析

目的 分析2016—2018年云南省入托、入学儿童预防接种证查验情况,为提高入托、入学儿童疫苗接种率、补种率和加强学校传染病预防控制提供科学依据。 方法 收集本省2016—2018年的入托、入学儿童预防接种证查验、疫苗补种和督导资料,运用描述流行病学统计方法进行分析。 结果 云南省入托、入学机构和儿童接种证查验率分别为99.83%、99.44%,持证率为97.78%,补证率为91.92%,平均全程接种率为71.28%,需补种率为28.72%,平均每人有2.12剂次遗漏;免疫规划10种疫苗补种率总体为60.94%,其中,卡介苗(24.02%)补种率最低,3年来,含麻疹成分、百白破和A群流脑疫苗补种率呈降低趋势,差异有统计学意义(χ²=4 297.718、39.827、665.308;P＜0.01);3年间查验率、持证率、补证率总体呈现逐年升高的趋势(r=0.052,P=0.00 ) ;全省16个州、市之间全程接种率保山市最高,为86.68%,最低版纳州,为50.66%,红河州儿童疫苗补种率最低,仅为25.42%;持证率、补种率幼儿园高于小学,补种率小学逐年呈上升趋势,而幼儿园有下降趋势,差异均有统计学意义(P＜0.01)。 结论 云南省入托、入学儿童接种证查验工作的薄弱环节为补种率低,学校和社区卫生院应督促、追踪补种工作,尤其要做好插班生、转班生和流动儿童的补种工作。     

北京市某区托幼机构消毒效果监测评价

目的评价城市托幼园所卫生消毒效果,为加强托幼机构消毒卫生管理提供依据。方法采用现场调查和采样检测方法,对北京市西城区34家托幼机构进行卫生消毒质量调查与评估。结果 2013年度从该城区内34家托幼机构及其分园共采集不同消毒对象678件,卫生消毒效果平均合格率为81.86%。托幼机构物体表面消毒质量合格率为80.23%,教室等场所空气卫生质量合格率为90%,幼教人员和幼儿手卫生质量合格率为65.89%。幼儿餐饮具消毒效果合格率为96.97%,使用中消毒剂卫生质量合格率为60%。结论该城区托幼机构消毒卫生状况总体评价应为中上偏低,幼教人员手卫生和科学使用消毒剂应重点加强管理。     

A Web-Based Gamification Program to Improve Nutrition Literacy in Families of 3- to 5-Year-Old Children: The Nutriscience Project

Objective

Assess the impact of a web-based gamification program on nutrition literacy of families and explore differences in impact by socioeconomic status.

Kindergarten children's perspectives on play and learning

Practitioners in play-based learning contexts face the challenge of developing developmentally appropriate practices while meeting rigorous academic curriculum standards. To date, play and academic learning have been predominantly conceptualized from an adult perspective. Considering that children are key agents in classroom play contexts, it is important to understand their views on play and learning. The purpose of this study was to explore children’s perspectives on the connectedness between play and learning and understand whether their views are related to the play types observed in their classrooms. Photo elicitation interviews were conducted with 134 kindergarten students and 10 hours of observation were held in each of the 10 classrooms. Results indicate that children’s understanding of the connectedness between play and academic learning were related to teacher presence in play and the types of play environments available in their classrooms. Implications for practitioners and researchers alike are discussed.     

Educators’ perceptions of school readiness within the context of a kindergarten entry assessment in Alaska

ABSTRACT

This empirical study examined educators’ perceptions of kindergarten readiness, within the context of a larger study on the perceptions and use of the Alaska Developmental Profile, a mandated kindergarten entry assessment (KEA). The participants (n?=?17) were primarily kindergarten teachers with varying years of experience. Data were collected through the use of surveys and semi-structured interviews and analyzed utilizing a qualitative approach. The results of the study suggest that educators’ perceptions of kindergarten readiness reflect a ‘come as you are’ philosophy and that ideally, children will come to kindergarten with some preschool experiences and some academic and social-emotional skills. The results also indicate that educators’ perceptions are not impacted by the use or results of a KEA. These findings encourage readers to consider how KEAs impact educators, what roles educators play in considering kindergarten readiness, and how schools might be ready for kindergartners instead of children being ‘ready’ for kindergarten.     

全人发展视角下幼小衔接课对学龄前脑瘫儿童智能发育的影响研究

目的 基于全人发展视角,研究幼小衔接课对学龄前脑性瘫痪(CP)儿童智能发育的影响,为促进CP患儿全面康复提供新方法。方法 选取在湘雅博爱康复医院2019年2—7月就诊的79例学龄前CP儿童采用数字表法随机分组,分为对照组(39例)和干预组(40例),对照组予以常规康复治疗,干预组行常规康复治疗结合幼小衔接课。采用Gesell发育诊断量表(GDDS)、韦氏幼儿智力量表(WPPSI)分别评估患儿治疗前后5个能区的发育龄(DA)和总智商(FIQ)。结果 治疗4月后,干预组总有效率(92.5%)显著高于对照组(66.7%),差异有统计学意义(χ²＝13.403,P<0.01);两组患儿大运动和精细动作DA比较,差异无统计学意义(t=0.283、0.414,P＞0.05),干预组在适应性、语言和个人社交DA以及WPPSI FIQ值显著优于对照组,差异有统计学意义(t=2.280、2.005、2.020、2.010,P＜0.05)。结论 幼小衔接课能有效促进学龄前CP儿童适应性、语言以及个人社交能力的发育,提高其智力发育水平。     

Men in kindergartens: work culture and gender

This article examines the impact on work culture when men work in kindergartens. In Norway, as in other countries there has been a call for more male staff in kindergartens. Increasing the amount of men may imply that institutionalized norms and practice are put under pressure. By using a case study approach, the focus is on employees’ experiences and practice in daily life in the kindergarten. Two processes, negotiation about work organization and the division of labour, illustrate the empirical part of this article. The findings indicate that female staff negotiate for standardized workdays and norms of sameness, while the males negotiate for a flexible workday and division of labour based on their interests. The difference in practice between males and females and negotiation about the division of labour contribute to constructing gendered work cultures.     

Agentive and communitarian play in early childhood

Play has long been recognised as a vehicle by which significant developmental advances occur during early childhood. Children use play to explore their relationships, their psychosocial skills, and their environment, and through their experiences, they begin to adopt specific capacities and values that have an impact on future socio-emotional and academic outcomes. To understand more fully the factors that contribute to well-being in early childhood, we explored footage of a full ‘day in the life’ of a 5-year-old boy in transition to kindergarten, and we conducted interviews with him, his parents, and teacher. We identified agentive and communitarian strivings to be significant sources of his thriving and primary elements of many episodes of play during his filmed day. Previous research indicates that the development of strong agentive and communitarian skills and values is related to positive psychosocial outcomes. The current case study explores our participant's agentive and communitarian behaviours as exemplified through episodes of play, and the ways in which these skills and values are encouraged and supported by his caregivers. Implications regarding the role of parents and educators in the facilitation of agentive and communitarian skills are discussed.     

Looking beyond the academic and developmental logics in kindergarten education: the role of Schwab's commonplaces in classroom-based research

Kindergarten has become increasingly academic in nature. One of the primary dilemmas arising from this shift is the tension between the use of developmentally appropriate practices and the obligation to teach academic standards. To gain a deeper understanding of how kindergarten is enacted in the evolving curricular landscape, we look beyond these competing perspectives to develop a theoretical framework informed by Schwab's conception of the eclectic and the four commonplaces. We re-envision the four commonplaces – subject matter, teacher, milieu, and learner – to align them with contemporary conceptions of educational purposes, practical theory, classroom climate, and childhood. Acknowledging that kindergarten is an eclectic space, we create a robust theoretical framework for researchers interested in classroom research. The application of this framework is explored using an ethnographic methodology that integrates data from classroom observations, teacher interviews, and photo elicitation interviews with the students in one kindergarten classroom.     

2008-2012年北京市西城区托幼园所集体儿童意外伤害监测分析

目的 了解2008-2012年西城区托幼园所集体儿童意外伤害发生状况, 为辖区托幼机构预防儿童意外伤害工作提供科学指导。方法 回顾性分析2008-2012年西城区托幼园所集体儿童伤害、事故监测数据, 分析在园儿童伤害、事故发生情况。结果 2008-2012年期间西城区托幼园所集体儿童意外伤害总发生率为0.43%, 伤害类型主要为跌伤, 其发生率为0.22%~0.48%, 且呈逐年下降趋势(χ²=13.32, P=0.01);事故类型主要为骨折, 近4年来发生率为0.04%~0.10%。结论 西城区托幼园所集体儿童意外伤害发生率较低, 防止儿童跌伤和骨折是伤害干预的重要任务。