透過您的圖書館登入
IP:3.133.12.172
  • 期刊

評介《促進幼兒的幸福感:研究、應用和策略》

REVIEW OF "PROMOTING WELL-BEING IN THE PRE-SCHOOL YEARS: RESEARCH, APPLICATIONS AND STRATEGIES"

參考文獻


幸曼玲、周于佩(2017)。幼兒園教保活動課程大綱的實踐—一位輔導訪視人員的觀察。教科書研究,10(3),101-131。https://doi.org/10.6481/JTR.201712_10(3).04 [Shing, M. L. & Zhou, Y. (2017). Yòu@@$$éryuán jiào bǎo huódòng kèchéng dàgāng de shíjiàn-yī wèi fǔdǎo fǎng shì rényuán de guānchá (Practice of early childhood education and care curriculum- an officer’s observation.) Journal of Textbook Research, 10(3), 101-131.]
Cooper, J. L., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood: What every policymaker should know. New York, NY: National Center for Children in Poverty (NCCP). https://doi.org/10.7916/D83B67VS
Skinner, E. A. & Zimmer-Gembeck, M. J. (2009). Challenges to the developmental study of coping. In E. A. Skinner & M. J. Zimmer-Gembeck (Ed.), Coping and the development of regulation. New directions for child and adolescent development Vol. 124 (pp. 5-17). San Francisco, CA: Jossey-Bass. https://doi.org/10.1002/cd.239
Yeo, K., Frydenberg, E., Northam, E., & Deans, J. (2014). Coping with stress among preschool children and associations with anxiety level and controllability of situations. Australian Journal of Psychology, 66(2), 93-101. https://doi.org/10.1111/ajpy.12047
教育部(2017)。幼兒園教保活動課程大綱。臺北市:教育部。[Ministry of Education (MOE). (2017). Yòu’éryuán jiào bǎo huódòng kèchéng dàgāng (Ear-ly childhood education and care curriculum frame-work.) Taipei, Taiwan: Ministry of Education.]

延伸閱讀