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Nirmala Rao 한국유아교육학회 2010 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.16 No.2
This paper considers how educational policy and kindergarten curriculum guidelines have affected the quality of teaching and learning in preschools in Hong Kong. First, it provides an overview of early childhood education in Hong Kong. Second, it reviews educational policy relevant to preschools from a historical perspective highlighting the pursuit of quality which has been evident over the past few decades. Third, it analyses the Guides to the Pre-primary Curriculum published in 1996 (Curriculum Development Institute, 1996) and in 2006 (Curriculum Development Council, 2006) by the government. Next, it considers observations of the quality of teaching and learning in Hong Kong kindergartens. Finally, it concludes with an analysis of the major factors which have affected early years‘ policy and practices in Hong Kong.
The Hong Kong Early Child Development Scale-3: A Validation Study
Nirmala Rao,Stephanie W. Y. Chan,Rhoda Wang,Diana Lee,Rita Y. T. Ng,Yvonne Becher,Carrie Lau,Jin Sun,Frederick K Ho,Patrick Ip The Pacific Early Childhood Education Research Ass 2022 Asia-Pacific journal of research in early childhoo Vol.16 No.2
The Hong Kong Early Child Development Scale (HKECDS) is a tool for assessing holistic early child development in preschoolers aged from three to six years. The original version of the scale, HKECDS, was updated in 2019 (HKECDS-2) to reflect the contemporary context and local curricular expectations. Children (n = 144) from three kindergartens in Hong Kong completed the HKECDS-2 in individual sessions. Rasch model analysis and expert discussions resulted in a short version of the scale (HKECDS-3) with 50 items in nine domains. The domains are Personal and self-care (4 items), Language development (7 items), Pre-academic learning (10 items), Cognitive development (6 items), Gross motor (4 items), Fine motor (2 items), Health and safety (5 items), Moral development (6 items), and Society and environment (6 items). There were significant correlations between findings from the updated version of the tool, HKECDS-3 and the HKECDS-2 (long form), and older children had significantly higher scores than younger children.
Early Childhood Care and Education in Cambodia
Nirmala Rao,Veronica Pearson 육아정책연구소 2009 International Journal of Child Care and Education Vol.3 No.1
This paper analyses child care and education policy in Cambodia, a country where there is currently a strong commitment to Early Childhood Care and Education (ECCE). This is done by (i) providing an overview of national statistics related to the health and development of young Cambodian children and information about their access to ECCE programs; (ii) considering government policy, administrative structures, and funding for ECCE; and (iii) discussing the different models of preschool provision (state preschools, community preschools, home-based programs and private preschools) that are available. Recent initiatives and research findings are discussed and the implications of the analysis for policy development and young children’s well-being are considered.
How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore
Ching Ting Tan,Nirmala Rao 환태평양유아교육연구학회 2017 Asia-Pacific journal of research in early childhoo Vol.11 No.3
This study explored the curriculum-related beliefs and practices reported by Singapore kindergarten teachers at a time when concerted efforts are being made to promote children’s holistic development through a child-centered curriculum that emphasizes active learning through play and interaction. A questionnaire was administered to a sample of 167 teachers of 4- to 5-year-olds. Factor analyses revealed three reliable factors for teachers’ beliefs and four factors for their classroom practices. Teachers endorsed philosophies in child-centeredness and teacher-centeredness but there was stronger endorsement of child-centered approach. Correlation and regression analyses conducted revealed some relationships between beliefs and reported practices as well as associations of beliefs and practices with certain personal and kindergarten factors. Overall, beliefs in child-centeredness and teacher-centeredness predicted interactive academic activities, and beliefs in teacher-centeredness influenced reports of engaging in structured academic and teacher-led activities after controlling for demographic and contextual variables.
Kumar, P. Ramesh,Kollu, Pratap,Santhosh, Chella,Eswara Varaprasada Rao, K.,Kim, Do Kyung,Grace, Andrews Nirmala The Royal Society of Chemistry 2014 NEW JOURNAL OF CHEMISTRY Vol.38 No.8
<P>Porous CoFe<SUB>2</SUB>O<SUB>4</SUB> nanoclusters with different concentrations of graphene based composites were synthesized by a simple solvothermal process. The electrochemical properties of prepared CoFe<SUB>2</SUB>O<SUB>4</SUB>–reduced graphene oxide (rGO) composites were evaluated using polyvinylidene fluoride and Na-alginate as binder materials. The CoFe<SUB>2</SUB>O<SUB>4</SUB> + 20% rGO composite with alginate exhibited a high stable capacity of 1040 mA h g<SUP>−1</SUP> at 0.1 C (91 mA g<SUP>−1</SUP>) rate with excellent rate capability. The observed enhancement in electrochemical properties of the CoFe<SUB>2</SUB>O<SUB>4</SUB> + 20% rGO composite with alginate is due to the high stability and good transportation network while charging–discharging.</P> <P>Graphic Abstract</P><P>Porous CoFe<SUB>2</SUB>O<SUB>4</SUB> nanoclusters with different concentrations of graphene based composites were synthesized by a simple solvothermal process. <IMG SRC='http://pubs.rsc.org/services/images/RSCpubs.ePlatform.Service.FreeContent.ImageService.svc/ImageService/image/GA?id=c4nj00419a'> </P>