Developing Social and Emotional Competence of Early Child in New Zealand:Guidance Framework and Project Practice
In order to improve children's well-being and social inclusiveness,and implement the learning outcomes of the national curriculum related to social and emotional competence,in the context of intentional teaching advocated in the national curriculum,the New Zealand Ministry of Education issued a document in 2019 entitled"Supporting Social and Emotional Competence in Early Learning",providing a guiding framework for early child education and supporting teachers to purposefully and systematically cultivate children's social and emotional competence.In 2020,based on the previous project practice,the New Zealand government launched three pilot projects specifically targeting social and emotional learning in early child education institutions,providing theoretical training and practical guidance to teachers and parents,which achieved good results.New Zealand's social and emotional learning policies and practices indicate that in the pursuit of high-quality development,early child education in New Zealand is seeking a balance between child-led learning and teacher-led learning;by providing strategies and practical guidance,teachers can enhance their confidence and practical ability in conducting social emotional learning,and improve practical results.The practice of cultivating children's social and emotional competence in China can draw on international theoretical achievements and excellent practical experience,pay attention to intentional teaching and cultural response practices,and strengthen the guidance of teachers'and parents'practical abilities.
New Zealandearly child educationsocial and emotional competenceintentional teachingculturally responsive practice
万方数据
维普
