1) preschool children in the countryside
农村学前儿童
3) rural children
农村儿童
1.
Absorption rate analysis of iron and calcium in representive diets of Shandong rural children.;
山东农村儿童代表性膳食下铁、钙吸收率分析
2.
The Action Research of Rural Children s Extracurricular Reading Instruction;
农村儿童课外阅读指导的行动研究
3.
How to avoid the difficulty from this bottle passing on to next generation and how to cultivate and develop rural children are an important issue in socialism village reconstruction.
如何避免这种瓶颈导致的困难延续到下一代,如何培养开发农村儿童是新农村建设中的重大问题。
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：学前儿童
学前儿童
preschool children
学前儿童(presehool ehildren)广义上是指从出生到六七岁入学接受正规教育前的儿童。狭义是指三岁至六七岁的儿童。参见“学前期”。 (白学军撰林余德审)
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