张和颐 - 北京师范大学

个人简介

教育背景英国剑桥大学教育学院，心理与教育方向，博士英国剑桥大学心理学系，发展心理学方向，硕士英国华威大学应用语言学中心，应用语言学与文化研究方向，学士工作经历 2018年8月至今北京师范大学教育学部学前教育研究所（系）讲师 2017-2018 英国剑桥大学教育学院研究助理获奖及其他奖励 2021年度北京师范大学教育学部优秀教师 2021 “田家炳杯”全日制教育硕士专业学位研究生教学技能大赛优秀指导教师奖 2019-2020学年北京师范大学优秀本科新生导师 2019年度北京师范大学优秀辅导员 2015 剑桥大学教育学院博士生研究经费 2014 剑桥大学Homerton学院研究经费及Jean Rudduck奖学金 2013 剑桥大学田野研究经费 2011 剑桥大学Murray Edwards学院研究经费

研究领域

张和颐博士长期从事有关儿童早期心理发展与教育的教学和科研工作，致力于通过高质量教学、实证研究及相关教育实践与广大学生、家长及教育从业者共同促进婴幼儿身心健康发展。近几年的研究兴趣主要围绕家庭和托幼机构中的儿童发展与学习

近期论文

查看导师最新文章（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）

学术论文彭越，张和颐，陈英和，雷秀雅，戚玥，于晓，乔学文，刘沫漩，颜露懿. （2023）. 类比推理策略与工作记忆、抑制控制关系的年龄差异. 心理发展与教育，39（3）.523-532. 于晓，张和颐，戚玥，陈英和，刘浩宁，赵煜爔. （2023）. 抑制控制在类比映射发展中的作用：认知负荷的影响. 心理发展与教育，39（3）.543-553. 张和颐，洪秀敏. （2022）. 家庭认知环境与0～3 岁婴幼儿发展的关系: 有调节的中介效应. 心理发展与教育，38（2），178-185. Li, L., Zhang, H.（共同一作）, Qi, Y., Lei, X., Yu, X., & Liu, H. (2022). More than visual-spatial skills: The important role of phonological awareness in mathematical abilities among Chinese primary school children. Current Psychology, published online. Zhang, H., Xia, Y., Lin, Q., & Chen, Y. (2022). A lag between understanding false beliefs and belief-based emotions in Chinese young children: the effects of material familiarity. Early Child Development and Care, published online. Zhang, B., Deng, Z., Zhang, H., & Chen, Y. (2022). Do preschoolers always trust the majority? The influence of familiarity and expertise of a dissenter in a Chinese sample. Infant and Child Development, e2303. 余利，何冉，李曜彤，张和颐（通讯作者）.（2022）.基于社会情感学习的幼儿园绘本教学研究.幼儿教育（教育科学），11，7-12. 汪尔雅，尹雪力，张和颐（通讯作者）.（2022）.基于互动视角的师幼共读综述研究.早期儿童发展，3，35-45. Zhang, H., Jiang, L., & Hong, X. (2021). Family process and young children’s social adaptation: conditional process analyses across child-care experiences. Early Child Development and Care, 192(14), 2185-2199. 张和颐. （2021）. 依法保障保教质量，为健康成长护航. 教育家，255，26-27. 姜丽云，张和颐，洪秀敏. （2020）. 2～3岁幼儿社会适应的发展特点及影响因素研究，幼儿教育（教育科学），11，25-30. Pui, W. S. W., Zhang, H. (通讯作者), Ding, M., & Zhong, C. (2020). Developing children’s cultural identities through play. Beijing International Review of Education, 2(2), 244-257. Zhang, H. (2020). Play in childhood: Introduction to the special issue. Beijing International Review of Education, 2(2), 176-181. Zhang, H., & Whitebread, D. (2019). Examining Chinese kindergarten children’s psychological needs satisfaction in problem-solving situations: A Self-Determination Theory perspective. Instructional Science. 47(4), 373-398. Zhang, H., & Whitebread, D. (2019). Identifying characteristics of parental autonomy support and control in parent–child interactions. Early Child Development and Care, 191(2), 307-320. Zhang, H., Song, J., & Hong, X. (2019). The relation between Chinese parents’ child-based worth and young children’s behavioral problems: a serial multiple mediator model. European Early Childhood Education Research Journal, 27(6), 902-917. Zhang, H. (2018). Relations of parent-child interaction to Chinese young children’s emotion understanding. Journal of Pacific Rim Psychology, 12, 1-9. Zhang, H., & Whitebread, D. (2017). Linking parental scaffolding with self-regulated learning in Chinese kindergarten children. Learning and Instruction, 49, 121-130. Xiao, F., Zheng, Z., Zhang, H., Xin, Zi., Chen, Y., & Li, Y. (2016). Who are you more likely to help? The effects of expected outcomes and regulatory focus on prosocial performance. PLOS ONE, 11(11). 部分会议论文及学术讲座 Zhang, H. (2022). Connecting Teachers’ Emotional Support and Young Children’s Self-Regulated Learning in Chinese Kindergartens. Keynote presented at the GINTL ECTE virtual conference: Trends and Perspectives in Early Childhood Teacher Education. Zhang, H. (2018). Children’s cognitive development and educational suggestions. Guest lecture given at the University of Macao. Zhang, H. (2015). Chinese parenting practices in parent-child problem-solving interactions. Paper presented at the Chinese Educational Research Association Conference. London, UK. Zhang, H. (2014). Parental support and children’s motivational resources as predictors of preschool children’s self-regulated learning. Paper presented at the British Educational Research Association Conference 2014. London, UK. Basilio, M., Neale, D., & Zhang, H. (2014). Parent-child interactions and children’s self-regulation. Symposium at the 6th biennial meeting of the EARLI Special Interest Group 16-Metacognition. Istanbul, Turkey. Zhang, H. (2014). The role of parent-child interactions in children’s emotion understanding. Poster presented at the 22nd Congress of the International Association for Cross-Cultural Psychology. Reims, France. 政策咨询报告朱旭东，洪秀敏，曹洪健，张和颐，余雅风，齐建立等.《<学前教育法草案（征求意见稿）>专家咨询报告》. 采纳单位：教育部政策法规司. 2020年. 洪秀敏，曹洪健，王兴华，杜继纲，潘月娟，李敏谊，冯婉桢，李晓巍，张和颐. 关于《学前教育法》的立法建议. 采纳单位：教育部政策法规司. 2020年. 洪秀敏, 李晓巍, 王兴华, 张和颐等. 婴幼儿照护服务机构设置标准研究. 采纳单位：国家卫生健康委人口家庭司. 2019年. 译著张和颐，张萌，冀巧玲（2023）译《婴幼儿及其照护者：基于尊重、回应和关系的心理抚养》（第11版），商务印书馆张和颐，尹雪力 (2022) 译《0-3岁婴幼儿游戏：适宜的环境创设与师幼互动》，中国轻工业出版社张和颐，张萌（2016）译《婴幼儿及其照料者:尊重及回应式的保育和教育课程》(第8版)，商务印书馆

学术兼职

副主编：Beijing International Review of Education (BIRE) 审稿人：British Journal of Developmental Psychology, Parenting: Science and Practice, Journal of Computer Assisted Learning, Journal of Pacific Rim Psychology, British Educational Research Journal等