劍橋雅思5 Test 3閱讀Passage 1原文翻譯Early Childhood Education獨家

劍橋雅思5 Test 3 Passage 1閱讀原文翻譯

A部分

‘Education To Be More’was published last August.It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group.The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions.Unquestionably,that’s a real need;but since parents don’t normally send children to pre-schools until the age of three,are we missing out on the most important years of all?

去年八月出版了《Education to be more》。這是新西蘭政府兒童早期照顧與教育工作組的報告。該報告主張加強(qiáng)機(jī)會公平，為托兒和幼兒教育機(jī)構(gòu)提供更好的資金。毫無疑問，這是真正的需求。但由于父母通常要到三歲才會送孩子上學(xué)前班，我們錯過了最重要的幾年嗎？

B部分

A 13-year study of early childhood development at Harvard University has shown that,by the age of three,most children have the potential to understand about 1000 words–most of the language they will use in ordinary conversation for the rest of their lives.

一項持續(xù)13年的哈佛大學(xué)對兒童早期發(fā)育的研究表明，到三歲的時候，大多數(shù)孩子都擁有認(rèn)識1000個字左右的潛力-這些構(gòu)成了他們在此后生活的日常交流中所使用的大部分語言。

Furthermore,research has shown that while every child is born with a natural curiosity,it can be suppressed dramatically during the second and third years of life.Researchers claim that the human personality is formed during the first two years of life,and during the first three years children learn the basic skills they will use in all their later learning both at home and at school.Once over the age of three,children continue to expand on existing knowledge of the world.

此外，研究表明，雖然每個孩子天生就有好奇心，但它在第二年和第三年卻可能被強(qiáng)烈的抑制。研究人員聲稱，人的性格是在生命的前兩年中形成的。在前三年中，孩子們將學(xué)習(xí)以后在家和學(xué)校里學(xué)習(xí)所使用的基本技能。一旦超過三歲，孩子將在現(xiàn)有的關(guān)于世界知識的基礎(chǔ)上進(jìn)行擴(kuò)展。

C部分

It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system.That’s observed not just in New Zealand,but also in Australia,Britain and America.In an attempt to overcome that educational under-achievement,a nationwide programme called‘Headstart’was launched in the United States in 1965.A lot of money was poured into it.It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.

人們普遍認(rèn)識到，社會經(jīng)濟(jì)背景較差的年輕人在我們的教育體系中表現(xiàn)不好。不僅在新西蘭，而且在澳大利亞，英國和美國都有這種現(xiàn)象。為了克服教育上的不足，1965年在美國啟動了一項名為“Headstart”的全國性計劃。大量的錢被投入其中。它在孩子三歲時將其送入學(xué)前教育機(jī)構(gòu)。這本來是為了幫助貧窮家庭的孩子在學(xué)校取得成功。

Despite substantial funding,results have been disappointing.It is thought that there are two explanations for this.First,the programme began too late.Many children who entered it at the age of three were already behind their peers in language and measurable intelligence.Second,the parents were not involved.At the end of each day,‘Headstart’children returned to the same disadvantaged home environment.

盡管有大量的資金，但結(jié)果卻令人失望。對此有兩種解釋。首先，該項目開始太晚了。許多在三歲時入學(xué)的孩子在語言和智力方面已經(jīng)落后于同齡人。其次，父母沒有參與。每天結(jié)束時，“Headstart”項目的兒童回到了同樣處境不利的家庭環(huán)境中。

D部分

As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from‘Headstart’,a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers.The‘Missouri’programme was predicated on research showing that working with the family,rather than bypassing the parents,is the most effective way of helping children get off to the best possible start in life.The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status,age and family configurations.They included single-parent and two-parent families,families in which both parents worked,and families with either the mother or father at home.

由于越來越多的研究證據(jù)表明了孩子生命頭三年的重要性，再加上“Headstart”令人失望的結(jié)果，美國密蘇里州啟動了一項試點計劃。該計劃將重點放在作為孩子第一任老師的家長身上。密蘇里計劃建立在這樣的研究預(yù)測之上，即與家庭合作，而不是繞過父母，是幫助孩子開啟人生最佳可能的最有效方式。這項為期四年的試點研究包括380個即將生育第一個孩子的家庭。這些家庭代表了不同的社會經(jīng)濟(jì)地位，年齡和家庭結(jié)構(gòu)。他們包括單親家庭和雙親家庭，雙職工家庭和單職工家庭等。

The programme involved trained parent-educators visiting the parents’home and working with the parent,or parents,and the child.Information on child development,and guidance on things to look for and expect as the child grows were provided,plus guidance in fostering the child’s intellectual,language,social and motor-skill development.Periodic check-ups of the child’s educational and sensory development(hearing and vision)were made to detect possible handicaps that interfere with growth and development.Medical problems were referred to professionals.

該計劃中受過訓(xùn)練的父母教育者會拜訪父母的家，并與父母和孩子一起學(xué)習(xí)。他們提供有關(guān)兒童發(fā)展的信息，有關(guān)兒童成長過程中尋找和所期望的事物的指南，以及有關(guān)促進(jìn)兒童智力，語言，社交和運動技能發(fā)展的導(dǎo)引。定期檢查孩子的教育和感官發(fā)展（聽力和視力），以發(fā)現(xiàn)可能妨礙成長和發(fā)展的障礙。醫(yī)療問題被轉(zhuǎn)診給專業(yè)人士。

Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest.Parent resource centres,located in school buildings,offered learning materials for families and facilitators for child care.

家長教育者親自拜訪，并與其他新父母每月舉行小組會議，以交流經(jīng)驗并討論感興趣的話題。位于教學(xué)樓的家長資源中心會提供為家庭和教育者提供照顧孩子所需要的學(xué)習(xí)材料。

E部分

At the age of three,the children who had been involved in the‘Missouri’programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations,and also a random sample of children that age.The results were phenomenal.By the age of three,the children in the programme were significantly more advanced in language development than their peers,had made greater strides in problem solving and other intellectual skills,and were further along in social development.In fact,the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension,verbal ability and language ability.

三歲時，參與“密蘇里”計劃的孩子接受了評估。一起接受評估的還有其他來自各種各樣社會經(jīng)濟(jì)背景和家庭情況的孩子，以及一些隨機(jī)選取的相同年齡的孩子。結(jié)果是驚人的。到三歲時，項目中的孩子在語言發(fā)展方面比他們的同齡人明顯更加優(yōu)秀，在解決問題和其他智力技能上邁出更大的步伐，在社交能力發(fā)展上同樣領(lǐng)先。實際上，該項目的孩子在聽覺理解，文字能力和語言能力等方面的平均表現(xiàn)相當(dāng)于同齡人中排名前15％至20％的表現(xiàn)。

Most important of all,the traditional measures of‘risk’,such as parents’age and education,or whether they were a single parent,bore little or no relationship to the measures of achievement and language development.Children in the programme performed equally well regardless of socio-economic disadvantages.Child abuse was virtually eliminated.The one factor that was found to affect the child s development was family stress leading to a poor quality of parent-child interaction.That interaction was not necessarily bad in poorer families.

最重要的是，傳統(tǒng)的“風(fēng)險”衡量指標(biāo)，例如父母的年齡和受教育程度，或者他們是否是單親父母，與所取得成就和語言發(fā)展的衡量標(biāo)準(zhǔn)幾乎沒有關(guān)系。不論社會經(jīng)濟(jì)狀況如何，參加該計劃的兒童都表現(xiàn)良好。虐待兒童的行為幾乎完全消除。另一個被發(fā)現(xiàn)的影響兒童發(fā)展的因素是家庭壓力所導(dǎo)致的親子互動質(zhì)量低下。在較貧窮的家庭中這種互動不一定很糟糕。

F部分

These research findings are exciting.There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage.The initiative outlined above could break that cycle of disadvantage.The concept of working with parents in their homes,or at their place of work,contrasts quite markedly with the report of the Early Childhood Care and Education Working Group.Their focus is on getting children and mothers access to childcare and institutionalised early childhood education.Education from the age of three to five is undoubtedly vital,but without a similar focus on parent education and on the vital importance of the first three years,some evidence indicates that it will not be enough to overcome educational inequity.

這些研究發(fā)現(xiàn)令人興奮。在新西蘭，越來越多的證據(jù)表明，社會經(jīng)濟(jì)背景較差的兒童到學(xué)校學(xué)習(xí)時基礎(chǔ)不好，而我們的學(xué)校系統(tǒng)往往會使這種劣勢永久化。上面描述的提議可以打破這種不利的循環(huán)。與父母在家中或工作地點一起工作的概念與兒童早期照顧與教育工作組的報告形成了鮮明的對比。他們的重點是使兒童和母親獲得育兒和制度化的兒童早期教育。毫無疑問，三至五歲的教育至關(guān)重要。但一些證據(jù)表明，如果沒有將重點放在父母的教育和頭三年的重要性上的話，這并不足以克服教育不平等現(xiàn)象。

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