英国论文查重:新西兰儿童的分级教育

英国论文查重:新西兰儿童的分级教育

由于课程的多样性和分散化的进展,最近在课程中发现了显著的变化,特别是在地方一级(Lee & Ginsburg, 2009)。在经合发组织的指导下,新西兰能够有效地确保全球不同年龄组的儿童接受不同形式教育的质量的平衡。这是在坚持儿童的基本需要和要求的同时进行的,作为对环境适应的一种补偿。因此,幼儿教育课程能够坚持并满足幼儿的健康、营养和教育需要,从而为儿童从小获得幸福铺平道路。除上述各方面外,课程架构亦为教职员提供基本指引,以协助他们认识教学目标(戴明,2009)。这是的基础上把握儿童和相应的质量计划和设计结构的行程计划承担学校和日托中心,尤其重点关注积分方面的创造全面发展和成熟的孩子。


英国论文查重:新西兰儿童的分级教育
关于课程正确方法的广泛争论揭示了课程的可靠性、范围、真实性、重点和深度。现有的数据表明,短期使用的文献和数字技能作为一个评估的学习领域。这些文献和数字技能不仅被排除在社会教育学的语境之外,而且被认为是在幼儿进入小学之前维持开放和整体课程的一个重要推动者(Copple & Bredekamp, 2009)。由于文化的多样性,新西兰的许多教育中心正变得越来越重要。这是由于存在着属于不同背景和环境的不同儿童,以满足这些儿童对其发展的基本需要和要求。这反映了项目的有效性,其中包括不同的有效学习方法,如通过游戏学习、视听学习等。

英国论文查重:新西兰儿童的分级教育

As a result of the ongoing diversifications and progress towards decentralization, remarkable variations have been perceived in the curriculum recently, especially at the local level (Lee & Ginsburg, 2009). Under the guidance of OECD, New Zealand has been able to efficiently ensure a balance in the quality of education of different forms of education across the globe for the children of different age groups. This is carried out along with the adherence to the basic needs and demands of the children as an allowance for the adaptation to the surroundings. As a result of this, the educational curriculum for the early childhood has been able to adhere and cater to the health, nutrition and education needs of the toddlers and as a result pave the way for the wellbeing of the children from their tender age. Apart from all these aspects, the framework of the curriculum also provides the basic guidelines for the staff as assistance in the recognition of the pedagogical aims and objectives (Deming, 2009). This is on the basis of the grasping quality of the children and accordingly, plan and design the structural itinerary of the programs to be undertaken in the schools and the day care centres, particularly focusing on the integral aspects of the creation of all round development and maturity of the young children.


英国论文查重:新西兰儿童的分级教育
Widespread debates over the correct approach towards the curriculum shed light on its reliability, scope, authenticity, emphasis, depth. The available data shows the short term usage of the literature and the numerical skills as an assessment of the learning areas. This literature and the numerical skills are not only excluded from the context of the social pedagogy, but they are also considered as an essential procurer behind the maintenance of an open and holistic curriculum for the toddlers before they step for elementary schooling (Copple & Bredekamp, 2009). Many education centres of New Zealand are gaining importance because of the cultural diversity. This is owing to the presence of different children belonging to different backgrounds and environments as a response to the basic needs and demands that these children possess for their development. This reflects the effectiveness of the programs where different effective learning methods such as learning through games, audio-visual learning, etc., are included.

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