Te-whariki中文翻译.doc

The Strands（书P44-P45）The strands and goals of the curriculum arise from the principles. Each strand embodies an area of learning and development that is woven into the daily programme of the early childhood setting and has its own associated goals for learning.课程的目的是从原则上产生的。每一条链都体现了一个学习和发展的领域，它被编织进了童年的日常生活中，并有着自己的学习目标。There are five strands.有5点Well-being Mana Atua Belonging Mana Whenua Contribution Mana Tangata Communication Mana ReoExploration Mana Aotroa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 goals 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. 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 outcomes 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. Knowledge, 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 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 observing, 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 theories 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 creative 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 characterised 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 help 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, belonging 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, activities, 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 working 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 learning 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 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 sensitivity. 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 anticipated 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 wellbeing 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，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 they 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 various 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 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, and 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 families.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 attention 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 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、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。Adults should recognise the important place of spirituality in the development of the whole child, particularly for Mori and Tagata Pasefika families.成年人应该在整个孩子的发展认识到精神的重要场所，尤其是对我ori和tagata Pasefika家庭。Adults, as well as children, need emotional support, some flexibility in their routines, and the opportunity to share and discuss their experiences in a comfortable setting.成年人，以及儿童，需要情感上的支持，他们的日常生活中的一些灵活性，并分享和讨论他们的经验，在一个舒适的设置。Continuity Between Early Childhood Education and School学前教育与学校教育的连续性Children moving from early childhood settings to the early years of school are likely to:儿童从早期的儿童设置到学校的早期设置有可能：1. effectively communicate their immediate needs for rest, drinks, food, and attention and continue to become independent;1.传达他们迫切需要休息，饮料，食品，和关注，继续成为独立的2.have established many self-care skills;2.建立了许多生活自理能力；3.be able to take meals and snacks with minimal supervision and with some under- standing of healthy foods and healthy surroundings;3.能够把饭菜和零食以最小的监管和一些在健康食品和健康的环境中站立；4.be increasingly in control of their emotional responses; 有越来越多的在他们的情感反应的控制；5.have some understanding of keeping themselves safe and be able to articulate some questions and concerns; 5.确保自己安全的一些理解和能够阐明一些问题和担忧；6.have a range of strategies for getting help for themselves and others.6.一系列的获得为自己和他人帮助的策略。Goal 1(书p48-49)Children experience an environment where their health is promoted.儿童体验一种环境，在那里他们的健康促进。Learning Outcomes: Knowledge, Skills, and Attitudes学习成果：知识、技能和态度Children develop:儿童发展1. increasing understanding of their bodies and how they function; 2. knowledge about how to keep themselves healthy; 3. self-help and self-care skills for eating, drinking, food preparation, toileting, resting, sleeping, washing, and dressing; 4. positive attitudes towards eating, sleeping, and toileting.1.提高自己的身体的了解和他们的功能；2.知识关于如何保持健康；3.吃、喝、准备食物、如厕、休息、睡觉、洗衣3.self-help和生活自理能力，和敷料；4.positive态度吃饭，睡觉，上厕所。Questions for reflection反思问题Examples例子In what ways are self-help skills in washing and eating being encouraged, and how effective are these approaches?在哪些方面是自助的技能，在洗涤和饮食被鼓励，以及如何有效的这些方法？In what ways do staffing rosters ensure that feeding, toileting, and nappy-changing routines, and the person responsible for these routines, are familiar to the infants?如何编制名册，确保送料，如厕，和换尿布的例程，这些例程和负责人，是幼儿熟悉吗？In what ways are individual nutrition needs or preferences catered for appropriately, and how are children given opportunities to help themselves?在哪些方面是个体营养需要或喜好照顾得当，怎么有机会帮助自己的孩子吗？What are the constraints against, and the possibilities for, flexible routines?对什么是约束，和灵活的例程的可能性？Are the routines flexible enough for the children to foster their own growth and development?这些程序灵活地为孩子培养自己的成长和发展吗？In what ways do parents and staff collaborate over toilet training, and does this collaboration have effective outcomes for children?家长和员工在何种方式上合作过厕所培训，并对孩子们进行这种合作是否有有效的结果？How do adults or other children respond when children have toileting “accidents”?成人或其他儿童如何回应的时候，孩子们上厕所的“事故”？What procedures are followed when children hurt themselves, and do these procedures provide sufficient care?儿童伤害自己的程序是什么？这些程序提供足够的照顾？On what basis are the menus and snacks for children prepared?儿童准备的菜单和零食是什么？How are parents encouraged to provide healthy food for children?家长们如何鼓励孩子们为孩子们提供健康的食物呢？Examples of experiences which help to meet these outcomes有助于满足这些结果的经验的例子1.For infants1、婴儿Adults observe and respond to signals of distress, hunger, and tiredness.成年人观察和响应信号的痛苦，饥饿和疲劳。Meticulous attention is paid to hygiene.对卫生的注意。Adults are guided by each infants individual rhythms, and this should lead towards some regularity in feeding and sleeping.成年人被每一个婴儿的个体的节奏引导，这在喂养和睡眠中应该有一定的规律性。Familiar, relaxed routines for feeding, toileting, and nappy-changing are established and carried out by familiar adults.熟悉的，轻松的日常喂养，如厕，和换尿布的建立和熟悉的成年人开展。Infants are handled in a calm and caring way.婴儿是在一个平静和照顾的方式处理。2.For toddlers2、对初学走路的孩子There is a supportive approach to toilet training, using unhurried and familiar routines.这是如厕训练的支持方法，使用的熟悉的日常生活。Sleeping routines are flexible, calm, and positive.睡觉的例程是灵活的，平静的，积极的。Toddlers are offered a widening range of foods.幼儿提供了一个扩大范围的食物。Self-help in washing and eating is encouraged.鼓励自助洗衣和吃饭。Adults respond with attention and respect to toddlers attempts to communicate their feelings of well-being or discomfort.成人对幼儿的尝试，传达他们的感觉或不适的感觉。3.For young children年轻的孩子Comfortable spaces and opportunities for rest and sleep are provided, with some flexibility about routines.舒适的空间和休息和睡眠的机会，提供了一些灵活的例程。Plenty of time is given for children to practise their developing self-help and self-care skills when eating, drinking, toileting, resting, washing, and dressing.有足够的时间给孩子练习发展自救自护技能时吃，喝，如厕、休息、洗衣、穿衣。There is a balance between familiar and unfamiliar food.熟悉和不熟悉的食物之间有一种平衡。Although young children are increasingly able to wait for attention, they can be confident of ready responses to indications of hunger, pain, and fatigue.虽然年幼的孩子们越来越能等待关注，他们可以有信心的准备应对饥饿，疼痛和疲劳的迹象。Toileting skills may still be unreliable, and young children are assisted in ways that do not engender shame or embarrassment.如厕技能可能仍然是不可靠的，和年轻的孩子们帮助不产生羞愧或尴尬的方式。Goal 2(书5p50-51）目标Children experience an environment where their emotional well-being is nurtured.孩子们经历了一个环境，在那里他们的情感幸福被培养。Learning Outcomes: Knowledge, Skills, and Attitudes学习成果：知识、技能和态度Children develop:儿童发展：1. an increasing ability to determine their own actions and make their own choices; 2. a capacity to pay attention, maintain concentration, and be involved;3. a growing capacity to tolerate and enjoy a moderate degree of change, surprises, uncertainty, and puzzling events; 4. a sense of personal worth, and knowledge that personal worth does not depend on todays behaviour or ability;5. an ability to identify their own emotional responses and those of others; 6. confidence and ability to express emotional needs; 7. trust that their emotional needs will be responded to.1.增加的能力来决定自己的行动，做出自己的选择；2、有能力注意，保持专注，并参与；3。一个不断增长的能力，容忍和享受温和程度的变化，惊喜，不确定性和令人费解的事件；4、个人价值感和个人价值的知识不依赖于今天的行为或能力；5。辨别自己的情绪反应和其他人的能力；6.confidence和表达情感需求的能力；7.trust，他们的情感需求，将回应。Questions for reflection反思问题Examples例子What do adults do when a child is distressed and unsettled?当一个孩子苦恼和不安的时候，大人会做什么？How are primary care-giving arrangements managed when one of the adults is absent?当一个成年人缺席时，初级保健是如何安排的？How are close emotional relationships established with children?与孩子建立亲密的情感关系如何？In what ways are children encouraged to develop trust?鼓励孩子发展信任的方式是什么？How are staffing schedules organised adequately to ensure that each child has familiar adults to relate to during the day?如何充分地安排工作人员的时间表，以确保每个孩子都熟悉的成年人，在白天？How does the programme give genuine opportunities for children to make choices and develop independence?方案如何给孩子们真正的机会，让孩子选择和发展独立？Examples of experiences which help to meet these outcomes有助于满足这些结果的经验的例子For infants对婴儿There are one-to-one interactions which are intimate and sociable.有一对一的互动，这是亲密和交际。The infant is not exposed to too many new faces or situations.婴儿没有接触过多的新面孔或情况。The environment is predictable and dependable.环境是可以预测和可靠的。Time and opportunity are provided for the infant and familiar adults to build a trusting and loving relationship together.时间和机会，为婴儿和熟悉的成年人建立一个信任和爱的关系在一起。There is help and encouragement for infants to feel increasingly competent.对婴儿有帮助和鼓励，感觉越来越能干。For toddlers对幼儿There are opportunities for toddlers to be independent while knowing that comfort, emotional security, and familiar adults are available.有孩子的机会是独立的，同时知道舒适，情绪安全，和熟悉的成年人是可用的。Toddlers who are trying to do things for themselves or for other children are encouraged andsupported.孩子们正在努力为自己或其他孩子做的事情是鼓励和支持。Adults accept a wide and conflicting range of feelings from toddlers.成人接受来自幼儿的广泛和相互矛盾的感觉。Toddlers