1) preschool children from floating families
学前流动儿童
1.
The majority of preschool children from floating families can successfully adapt to the environment after moving to city kindergartens but their psychological problems should not be neglected.
大多数学前流动儿童在进入城市幼儿园后能很快适应城市的生活环境,但这些幼儿的心理健康问题依然不容忽视。
4) pre-school children
学前儿童
1.
Objective: To know something about pinworm infection of pre-school children in the urban and rural of Kaifeng.
目的 :了解开封市城乡学前儿童蛲虫感染情况。
2.
This research made a investigation on"family music education of urban pre-school children questionnaire",which was involved a survey of 260 families in Chongqing to get known of the current situation in urban pre-school children family music education.
本研究采用自编《城市学前儿童家庭音乐教育调查问卷》,对重庆市239名学龄前儿童家庭音乐教育现状进行调查,结果发现,绝大多数家长已认识到儿童早期音乐教育的重要性,但存在功利化倾向;片面强调家庭音乐教育内容的专业化,忽视生活化;家长践行家庭音乐教育缺乏主动性、家庭性,方法单一;0～3岁儿童的家庭音乐教育严重缺失。
3.
The study has also found that factors such as the age of the pre-school children,testing ways,dialect influence their Chinese phonological awareness level.
运用听音跟读、听音回答问题、听音判断对错三种语音意识测试,本研究对60名上海学前儿童和50名湛江学前儿童的汉语语音意识发展进行了定量分析。
5) Preschoolers
学前儿童
1.
Development of 96 3~5-year-old preschoolers cognition of moral actions were examined on four criterion judgments and justifications for judgments by telling series of illustrated life stories individually.
结果显示,多数学前儿童都能根据不同的判断标准对主人公行为做出符合道德规则的判断,表现出较强的道德责任意识,且这一意识在3~4、5岁之间获得了较为显著的发展,尤其是在权威依赖性标准上。
2.
In two utterly different backgrounds,Chinese and American educators have their own different styles and features in training preschoolers self-consciousness.
文章通过对两国学前儿童自我意识培养的比较及其产生差异的原因探析,以期促进我国学前教育机构对儿童自我意识培养的完善与发展。
3.
The results showed that imagined actions were more often confused with actual actions by preschoolers,rather than the reverse,which was the so-called asymmetry in errors in reality monitoring,and that the development of the reality monitoring mainly occurred in the development of reality monitoring of imagined actions.
结果表明:学前儿童更多地将想象的动作错误地记忆为真实的动作,而不是相反——这就是所谓的现实性监测错误的不对称现象;虽然儿童总体的现实性监测能力在学前期得到了持续和稳定的发展,但这种发展主要体现在对想象动作的现实性监测的发展上。
6) young children
学前儿童
1.
The purpose of this study was to investigate the developmental characteristics in young children s understanding of lengh, and the relationship among children s essential concept of length, seriation of length, and conservation of length.
本研究的目的是考察4-6岁学前儿童的长度理解能力发展状况和年龄特点,其中包括长度基本概念、长度排序、长度守恒的发展特点;以及4-6岁学前儿童长度基本概念、长度排序、长度守恒这三者之间的相互关系。
2.
The purpose of this study was to investigate the developmental characteristics in young children s numerosity estimation and number sense, and the relationship among children s numerosity estimation abilities, number sense development, and cardinal number concept ability.
本研究的目的是考查3—6岁学前儿童的数量估算能力和数感发展的状况和年龄特点；3—6岁学前儿童的数概念发展，数感发展和数量估算能力三者的相互关系。
3.
The purpose of this study was to investigate the developmental levels and characteristics in young children\'s seriation and event seriation, and the relationship between children\'s seriation abilities and event seriation development.
本研究的目的是考察3-6岁学前儿童量的排序与事件排序的发展水平和年龄特点,以及量的排序能力与事件排序能力发展之间的关系。
补充资料：韦氏学前和初小儿童智力量表
韦氏学前和初小儿童智力量表
Wechsler Preschool and Primary Scale of Intelligence, WPPSI
韦氏学前和初小儿童智力量表(w eehsler Presehool and Primary Sealeof Intelligenee，wPPsl)系n.韦克斯勒于1967年在WisC基础上发展的一个智力量表，适用年龄:4一63岁。与WlsC相衔接，在高年龄这一端与WisC的低年龄相重叠。其结构形式有一些与WlsC的相似，但为了适应这些年龄阶段儿童尚未识字及运动发展不充分的特点，有一些分测验改变了形式。在美国尚无修订本，在我国的修订本有两个:一个是上海地区的常模(朱月妹等修订);另一个是全国的(龚耀先和戴晓阳等修订)，后者称为中国一韦氏幼儿智力量表(C-WYCSI)。 (龚雄先撰林传燕市)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条