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发表于 2013-8-20 11:48:40
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成果一：翻译了一下Vivian Paley的网上资料。供参考，如有翻译不当，请指教。
Vivian Paley
From Wikipedia, the free encyclopedia
来自维基百科，免费百科全书
Vivian Gussin Paley (born January 25, 1929) is an American pre-school and kindergarten teacher and early childhood education researcher. Now retired, she taught and did most of her research at the University of Chicago Laboratory Schools. She was the recipient of a MacArthur Fellowship (Genius Grant) and the author of numerous books.
薇薇安•嘉辛•佩利 出生于1929年1月25日，是美国学前教育、幼儿教师和幼儿早期教育研究者。现已退休，她在芝加哥大学实验学校从事教育和科研工作。她是麦克阿瑟奖学金（天才奖）的获得者，也是著作等身的作家。
Early career
Vivan Paley was born in Chicago, Illinois. After receiving her Ph.B. from the University of Chicago in 1947,[1] and a B.A. in Psychology from Newcomb College in 1950,[2] she began her teaching career in New Orleans in the 1950s, and later in Great Neck, New York. It was during her time teaching in New Orleans that she began to reflect on some of the ways in which childhood learning at the time was being choked by an overemphasis on strict learning boundaries (e.g., that children could only be allowed to learn how to write in capital letters, not lower-case) and perfunctory memorization.
薇薇安•佩利出生于芝加哥，伊利诺斯州。于1947年获得芝加哥大学哲学学士学位，1950年获得纽科姆学院心理学专业的文学学士学位。她最初于20世纪50年代在新奥尔良开始她的教学生涯，后来又在Great Neck和纽约从事教学。当在新奥尔良执教期间，她开始反思当时幼儿学习的方式被僵化的条条框框（比如孩子只能被允许学习怎样写大写字母，而不是小写字母）和死记硬背所囿。
While teaching in Great Neck, she began to reflect on how play can be the "most usable context" for interaction and intellectual growth among kindergartners. This view, however, flew in the face of what many early education teachers thought at the time, that with the rise of television's easily accessible portrayals of violence, children were becoming too intense and restless, and if anything, needed more vigilant limits on playtime.[3] Many of her insights during this time laid the foundation for her later writings.
在Great Neck执教时，她开始反思游戏如何成为孩子社交和智力发育“最行之有效的方式”。但是这一观点，与当时早期教育老师们的想法相背离，他们认为随着电视的兴起，节目中充斥着对于暴力的描述，孩子们接触这些，会变得容易冲动和暴躁，因此需要对游戏时间加以限制。薇薇安的洞察为她日后的写作奠定了基础。
After receiving her M.A. from Hofstra University in 1962, she returned to Chicago, where she dedicated the rest of her teaching career. It was during the 1970s that she began writing the books on early childhood learning (see below) which have made her so well regarded in early education circles.[4] Despite her status today, however, she has described the first 13 years of her teaching career as being an "uninspired and uninspiring teacher."[5]
在1962年获得霍夫斯特拉大学文学硕士学位后，她回到芝加哥，在那里继续她的执教生涯。20世纪70年代，她开始执笔早期幼儿学习著作（见下），这些著作让她在早期教育界享誉盛名。尽管她拥有了今天的地位，但是在描述她前13年的执教生涯时，称自己是一个“碌碌无为的老师”。
Research
Throughout her career, Paley wrote numerous books containing her observations of and reflections about her classroom and students, primarily those at the University of Chicago Laboratory Schools where she taught pre-school and kindergarten for many years. To collect her data, Paley made audio-recordings of her classrooms so that she could listen to and analyze the interactions that occurred.[6] In so doing, she would often hear private conversations between children that would help her think about the unique way young children communicate with other young children.
在她的职业生涯中，她创作了大量对于她的班级和学生的观察和思考的著作，大部分来自于她教授的学前教育和幼儿教育很多年的芝加哥大学实验学校。为了收集资料，Paley在她的教室安装了音频录音装置，这样她可以听到并分析发生的一切。这么做，也让她常常可以听到孩子们的私人谈话，帮助让她了解小孩子们与同龄孩子沟通的独特方式。
Generally, each of her books contains one driving theme. For example, You Can’t Say You Can’t Play focuses on the desire of some students to exclude others during classroom playtime. Paley imposed a rule that children could not exclude other children from play, and discusses the importance of fairness in the classroom.[7] In her books White Teacher and Kwanzaa and Me, Paley explores issues of multiculturalism within the classroom. In particular, she reflects on her own experiences as a white teacher of children of color and analyzes how she can best support and promote a racially diverse classroom.[8]
一般来说，她的每本书都涉及一个强有力的主题。比如，在《你不能说，你不能玩》讲述一些学生在课堂的游戏时间排挤其他学生。Paley制定规定小朋友不能够在游戏中排挤别的小朋友，并且在课堂上展开关于公平的重要性的讨论。在她的《白人老师、宽扎节和我》一书中，Paley在课堂中挖掘了多元文化的话题。她以一个不同肤色孩子的白人老师反思自己的亲身经历，分析了她是如何在最大程度上支持和提倡多种族多样化的课堂。
Many educators believe that Paley’s biggest legacy is in the area of storytelling and fantasy play, which she directly addresses in her books A Child’s Work: The Importance of Fantasy Play, The Boy Who Would Be a Helicopter,Bad Guys Don’t Have Birthdays: Fantasy Play at Four. Paley argues in these and other works that storytelling and fantasy play can significantly impact a child’s academic and social growth. They help young children make sense of the world around them, adapt to the classroom, develop language, and collaborate with peers.[9][10] Some critics of the federal No Child Left Behind Act point to Paley’s research as evidence that learning and developing can take place using storytelling and other means, which should be used in lieu of, or in addition to, the NCLB-mandateddirect instruction and teacher-led activities.[11]
很多教育者认为，Paley最大的传奇是在于说故事和幻想游戏领域。这两方面成就在她的著作中得到了直接阐述，如：《孩子的工作：幻想游戏的重要性》、《相当直升机的男孩》、《坏孩子没有生日：四岁时的幻想游戏》。Paley在这几本书和其他著作中讨论了讲故事和幻想游戏能对孩子的学习和社交培养产生重要影响。他们能帮儿童认识周围世界，适应课堂，培养语言能力以及与同龄人合作。联邦“不让一个孩子落后”法案的批评者指出Paley的研究可以作为学习和发展能够运用讲故事和其他方式的例证，我们应该运用它们，甚至用其替代“不让一个孩子落后”法案执行的直接指导和教师引导的教学活动。
Published works
Wally's Stories (1981)
Boys and Girls: Superheroes in the Doll Corner (1984) ISBN 978-0-226-64492-9
Mollie is Three: Growing Up in School (1988) ISBN 978-0-226-64494-3
Bad Guys Don't Have Birthdays: Fantasy Play at Four (1988) ISBN 978-0-226-64496-7
White Teacher (1979)
The Boy Who Would Be A Helicopter (1991)
You Can't Say You Can't Play (1993)
Kwanzaa and Me: A Teacher's Story (1995)
The Girl With the Brown Crayon (1997)
The Kindness of Children (1999)
In Mrs. Tulley's Room: A Child-Care Portrait (2001)
A Child's Work: The Importance of Fantasy Play (2004) ISBN 978-0-226-64489-9
The Boy on the Beach: Building Community through Play (2010) ISBN 978-0-226-64503-2 [12][13]
Awards
Vivian Paley received a MacArthur Fellowship (Genius Grant) in 1989 in recognition of her books about young children, the Erikson Institute Award for Service to Children in 1987, the American Book Award for Lifetime Achievement from the Before Columbus Foundation in 1998, and the John Dewey Society's Outstanding Achievement Award in 2000. In 1997, Paley's book, The Girl With the Brown Crayon was awarded the Harvard University Press Virginia and Warren Stone Prize for the outstanding book about education and Society.[14] In 1999, the National Council of Teachers of English awarded her the David H. Russell Award for Distinguished Teaching in English, also for The Girl With the Brown Crayon.[14] In 2004, Paley was named Outstanding Educator by the National Council of Teachers of English.
References[edit source | editbeta]
1. ^ "Alumni Directory".
2. ^ "Newcomb College Archives".
3. ^ "A Child's Work: The Importance of Fantasy Play (excerpt)".
4. ^ "Profile of Vivan Gussin Paley".
5. ^ "Education Week: Savor the Slump".
6. ^ Listening to Children’s Stories: An Interview with Vivian Gussin Paley, in Active Learner: A Firefox Journal for Teachers, v3 n1 p12-16, Win 1998
7. ^ "Child Care Collection: Vivian Paley".
8. ^ David K. Shipler (February 19, 1995). "Are White Schools Bad for Black Children?". New York Times.
9. ^ Vivian Gussin Paley (Dec. 2001). "Doing Stories". Literacy Today No. 29.
10. ^ "University of Chicago Press Summary".
11. ^ Patricia M. Cooper (2005). "Literacy Learning and Pedagogical Purpose in Vivian Paley’s ‘Storytelling Curriculum’".Journal of Early Childhood Literacy 5 (3): 229–251.
12. ^ Google Book Search: Books by Vivian Gussin Paley.
13. ^ "Amazon.com: Books by Vivian Gussin Paley".
14. ^ a b http://www.hup.harvard.edu/catalog/PALGIR.html |
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