Walsh M E, Bibace R
School of Education, Boston College, Chestnut Hill, MA 02167.
J Sch Health. 1990 Aug;60(6):256-61. doi: 10.1111/j.1746-1561.1990.tb05928.x.
A growing number of health and education professionals argue that AIDS/HIV education curricula should be developmentally-based. They suggest the principles of developmental psychology be used to design curricula based on the sequentially ordered ways children of different ages understand AIDS. Relying on findings of research on development of children's conceptions of illness, a specific developmentally-based approach to educating school-age children about AIDS/HIV is presented in this paper. For each of three major age groups, the paper describes general characteristics for children's thought processes, ways in which children assimilate information about various aspects of AIDS, and implications for educating children about causes, prevention, and fear of AIDS. The focus of AIDS/HIV education can move from reducing fear in the younger group, to identifying and differentiating causes and noncauses of AIDS in the intermediate groups, to articulating strategies for AIDS prevention in the older group.
越来越多的健康和教育专业人士认为，艾滋病/艾滋病毒教育课程应以发展为基础。他们建议运用发展心理学原理，根据不同年龄段儿童理解艾滋病的有序方式来设计课程。基于儿童疾病概念发展的研究结果，本文提出了一种针对学龄儿童开展艾滋病/艾滋病毒教育的具体的以发展为基础的方法。对于三个主要年龄组中的每一组，本文描述了儿童思维过程的一般特征、儿童吸收有关艾滋病各个方面信息的方式，以及对儿童进行艾滋病病因、预防和恐惧教育的启示。艾滋病/艾滋病毒教育的重点可以从减少较年幼组的恐惧，转向在中间组识别和区分艾滋病的病因与非病因，再到在较年长组阐明艾滋病预防策略。
