Tewhariki中文翻译Word格式文档下载.docx

1、幸福法力阿图阿属于玛那温诺华贡献法力为序幕通信法力REO探索法力AOTROAThe strands are defined in terms of the goals and learning outcomes needed to achieve them,of each strands relationship to the principles, and of adult responsibilities associated with each strand.股被定义的目标和学习成果，实现他们，每一个链的关系的原则，并与每个链的成人责任。The Goals（书P44-45）目标The g

2、oals identify how the principles and strands can be incorporated into programmes at a practical level.目标确定的原则和如何在一个实际的水平可以被纳入到方案。The goals for learning and development within each strand are described in terms of:习和发展的目标描述的条款：1.learning outcomes for knowledge, skills, and attitudes; 1.结果的知识，技能和态度；2.

3、questions for reflection; some examples of experiences to help meet these outcomes for infants, toddlers, and young children.2.反射；一些经验，以帮助满足这些后果的婴儿，幼儿和儿童。Learning Outcomes学习结果Knowledge, skills, and attitudes知识，技能和态度The outcomes of a curriculum are knowledge, skills, and attitudes. The list of outcom

4、es in this document is indicative rather than definitive. Each early childhood education setting will develop its own emphases and priorities.课程的结果是知识，技能和态度。本文件中的结果列表是指示而不是最终结果。幼儿教育的每一个设置都将发展自己的重点和优先顺序。In early childhood, holistic, active learning and the total process of learning are emphasised. Kn

5、owledge, skills, and attitudes are closely linked. These three aspects combine together to form a childs “working theory” and help the child develop dispositions that encourage learning.在早期的童年，全面的，积极的学习和学习的全过程，强调。知识，技能和态度是紧密相连的。这三个方面结合在一起，形成一个孩子的“工作原理”，帮助孩子养成性格，鼓励学习。In early childhood, children are

6、developing more elaborate and useful working theories about themselves and about the people, places, and things in their lives. These working theories contain a combination of knowledge about the world, skills and strategies, attitudes, and expectations. Children develop working theories through obs

7、erving, listening, doing, participating, discussing, and representing within the topics and activities provided in the programme. As children gain greater experience, knowledge, and skills, the theories they develop become more widely applicable and have more connecting links between them. Working t

8、heories become increasingly useful for making sense of the world, for giving theWorking theories become increasingly useful for making sense of the world, for giving the child control over what happens, for problem solving, and for further learning. Many of these theories retain a magical and creati

9、ve quality, and for many communities, theories about the world are infused with a spiritual dimension.在儿童早期，孩子们正在开发更详细的和有用的关于他们自己的工作理论和关于他们生活的人，地方和事物的工作原理。这些工作理论包含了对世界的知识，技能和策略，态度和期望的组合。儿童通过观察、倾听、做、参与、讨论和代表在节目中所提供的主题和活动中发展工作理论。随着孩子们获得更多的经验，知识和技能，他们的理论发展变得更加广泛适用，他们之间有更多的连接。工作理论变得越来越有用，对于世界的意义，给予工作理论变

10、得越来越有用，对世界的意义，让孩子控制什么事情发生，为解决问题，并为进一步的学习。这些理论中的许多保留了一个神奇的和创造性的质量，并为许多社区，理论界的世界充满了一个精神层面。The second way in which knowledge, skills, and attitudes combine is as dispositions “habits of mind” or “patterns of learning”. An example of a learning disposition is the disposition to be curious. It may be cha

11、racterised by:在这第二方式的知识，技能和态度，结合是性格“思维习惯”或“学习方式”。学习型性格的一个例子是性格上的好奇心。它的特点是：1.an inclination to enjoy puzzling over events;2.the skills to ask questions about them in different ways; and 3.an understanding of when is the most appropriate time to ask these questions.1.倾向享受苦思事件；2.技能以不同的方式向他们询问问题；和3.了解当问

12、这些问题是最合适的时间。Dispositions are important “learning outcomes”. They are encouraged rather than taught. To encourage robust dispositions to reason, investigate, and collaborate, children will be immersed in communities where people discuss rules, are fair, explore questions about how things work, and he

13、lp each other. The children will see and participate in these activities.性格是重要的“学习结果”。他们被鼓励而不是被教导。鼓励稳健的倾向的原因，调查，和合作，孩子们会沉浸在社区里的人们讨论的规则，是公平的，探索的东西如何工作的问题，互相帮助。孩子们将看到并参与这些活动。Dispositions to learn develop when children are immersed in an environment that is characterised by well-being and trust, belong

14、ing and purposeful activity, contributing and collaborating, communicating and representing, and exploring and guided participation.性格学发展时，孩子们都沉浸在一个环境的特点是幸福和信任，归属感和有目的的活动，有助与合作，交流和表达、探索和引导参与。Dispositions provide a framework for developing working theories and expertise about the range of topics, act

15、ivities, and materials that children and adults in each early childhood service engage with.处置提供了一个框架，开发有关的题目，工作范围，理论和专业知识的活动，和材料，每个幼儿服务的儿童和成年人参与。Questions for reflection反思问题Questioning and reflecting on practice are first steps towards planning and evaluating the programme. They encourage adults wo

16、rking with children to debate what they are doing and why they are doing it and lead to establishing an information base for continued planning and evaluation of the curriculum.对实践的质疑和反思是规划和评估方案的第一步。他们鼓励成年人和孩子一起工作，讨论他们在做什么，以及他们为什么这样做，并导致建立一个信息库，继续规划和评价的课程。Examples of experiences that help to meet le

17、arning outcomes有助于满足学习结果的经验的例子For each goal, examples are given of ways in which the programme should respond to the specific needs of infants, toddlers, and young children. The goals should be interpreted according to the individual needs of each child, but it is implicit that many of the examples

18、which apply to younger children continue to apply to children of an older age group.对于每一个目标，实例的方法，在该方案应响应的婴儿，幼儿和幼儿的特定需求。目标应该根据每个孩子的个人需求来解释，但这是一种隐含的，适用于年轻儿童的许多例子继续适用于年龄较大的儿童。Part C: Strand 1 - Well-being（书p46-47）幸福；生活安宁；福利；康；The health and well-being of the child are protected and nurtured.孩子的健康和幸福得到

19、了保护和培养。Goals目标Children experience an environment where:儿童体验环境：Their health is promoted; Their emotional well-being is nurtured; They are kept safe from harm.All children have a right to health, to protection from harm and anxiety, and to harmony, consistency, affection, firmness, warmth, and sensiti

20、vity. Young children experience transitions from home to service, from service to service, and from service to school. They need as much consistency and continuity of experience as possible in order to develop confidence and trust to explore and to establish a secure foundation of remembered and ant

21、icipated people, places, things, and experiences.他们的健康被提升，他们的情感健康被滋养，他们安全的远离伤害，所有的孩子都有健康的权利，保护免受伤害和焦虑，以及和谐、一致、友爱、坚定、温暖和敏感。幼儿经历从家到服务，从服务到服务，从服务到学校。他们需要尽可能多的一致性和连续性的经验，以建立信任和信任，探索和建立一个安全的基础，记住和预期的人，地方，事情和经验。Adults working with children should have a knowledge of Mori definitions of health and wellbein

22、g and an understanding of what these concepts mean in practice. Adults should acknowledge spiritual dimensions and have a concern for how the past, present, and future influence childrens self-esteem and are of prime importance to Mori and Tagata Pasefika families.成人与儿童工作应该有一个MORI定义的健康和幸福，这些概念是什么意思，

23、在实践中理解知识。成年人应该承认精神层面和对过去、现在和未来的担忧，影响了孩子的自尊和对我ori和tagata Pasefika家庭最重要。Relationships of the Strand of Well-being to the Curriculum Principles良好的课程设置与课程原则的关系This strand is based on the principle of Empowerment. Children develop an enhanced sense of self-worth, identity, confidence, and enjoyment as th

24、ey reach the goals of well-being in a responsive, stable, safe environment which supports the development of self- control and self-esteem. The goals of this strand recognise the principle of Holistic Development in promoting well-being through consistent, warm relationships which connect the variou

25、s aspects of the childs world. The strand recognises that Family and Community are important in contributing significantly to childrens well-being. In the same way, the strand of well-being emphasises that through Relationships, children develop trust that their needs will be responded to, and that

26、trust contributes to developing confidence and independence.这条链是基于授权的原则。儿童发展的自我价值感，身份，信心和享受，因为他们达到幸福的目标是一个响应，稳定，安全的环境，支持自我控制和自尊的发展。这条链的目标识别的原则，全面发展，促进福祉，通过一致的，温暖的关系，连接各方面的孩子的世界。该股承认家庭和社区对儿童的健康有重要的贡献。以同样的方式，幸福的链强调通过关系，孩子们相信他们的需求将对发展和信任有助于建立自信和独立。Adults Responsibilities in Management, Organisation, an

27、d Practice管理，组织和实践中的成年人的责任Policies, procedures, and supervision should ensure that children are kept safe and feel secure within a safe environment, where symptoms of danger or abuse are promptly recognised. Any suspected abuse or harm must be dealt with in association with support agencies and fami

28、lies.政策、程序和监督应确保儿童在安全的环境中保持安全，并在安全的环境中感到安全，如有危险或虐待的症状，都要及时得到认可。任何涉嫌滥用或损害的，必须处理与支持机构及家属协会。Daily routines should respond to individual circumstances and needs and should allow for frequent outdoor experiences, regular rest times, and a variety of group and individual interactions, with one- to-one att

29、ention from adults every day.日常工作应针对个别情况和需求，并应允许频繁的户外经验，定期休息时间，以及各种团体和个人的互动，与一对一的关注，从成年人的每一天。Frequent communication among all adults who work with children is essential to ensure consistent, reasoned responses to childrens changing needs and behaviours and to share information on health issues such

30、as nutrition and inoculations.频繁的沟通工作的人都有孩子的成年人是确保一致的必要的，合理的儿童不断变化的需求和行为反应和分享健康问题如营养和预防接种信息。Adults should anticipate a childs needs for comfort and should communicate positive feelings in an environment which is calm and friendly and conducive to warm and intimate interactions.成年人应该期待孩子的舒适感，在一个平静、友好

31、、有利于温暖和亲密互动的环境中传达积极的感情。Adults should build relationships of trust and respect by acknowledging childrens feelings, treating the children as individuals, explaining procedures, taking childrens fears and concerns seriously, and responding promptly to injuries or falls.成年人应该建立信任和尊重的关系，通过承认孩子的感觉，对待孩子作为个人，解释程序，以孩子的恐惧和关注，并及时响应受伤或跌倒。Ad