本教材共分为九章，内容设计遵循“基础理论—实践技能—综合应用”的三级模块结构，确保知识体系的系统性与渐进性。第一章至第三章为理论基础篇，系统阐释学前儿童家庭教育的内涵、家庭影响因素，以及教育的目标、内容、原则与方法，帮助学生建立对家庭教育的整体认知框架。第四章与第五章为分类实践篇，分别探讨不同年龄阶段学前儿童的家庭教育策略，以及特殊学前儿童的家庭教育需求与支持路径，体现教育的针对性与包容性。第六章至第九章为协同应用篇，聚焦家庭教育指导、家园与亲子沟通、社区教育资源开发与利用，以及家园社区合作等核心议题，着力培养学生的实际操作能力与综合应用素养。

张静，2004 年 5 月至今就职于黄淮学院，参与并完成教育部人文社科规划项目《新生代农民工社会适应性实证研究》等两项，主持并参与市厅级课题十余项，其中主持教研项目《大学生心理健康教育课程资源开发与建设研究——以黄淮学院为例》等3项。

第一章 学前儿童家庭教育导论 ········································································.1
第一节 家庭的含义、类型与功能 ·························································.2
第二节 家庭教育的概念、性质、地位与作用 ··········································.7
第三节 家庭教育的特点与时代特征 ····················································.11
第二章 学前儿童家庭教育的家庭影响因素 ·······················································.29
第一节 家庭生态系统：理解影响的基础框架 ········································.30
第二节 家庭结构与客观资源 ·····························································.34
第三节 父母角色素养与家庭关系 ·······················································.39
第四节 数字时代下的家庭影响因素 ····················································.47
第三章 学前儿童家庭教育的目标、内容、原则与方法 ········································.53
第一节 学前儿童家庭教育的目标 ·······················································.54
第二节 学前儿童家庭教育的内容 ·······················································.57
第三节 学前儿童家庭教育的原则 ·······················································.65
第四节 学前儿童家庭教育的方法 ·······················································.74
第四章 各年龄阶段学前儿童的家庭教育 ··························································.84
第一节 胎教——孕育生命的第一个课堂 ··············································.85
第二节 0～1岁儿童的家庭教育 ··························································.90
第三节 1～2岁幼儿的家庭教育 ··························································.99
第四节 2～3岁幼儿的家庭教育 ·························································.103
第五节 3～6岁幼儿的家庭教育 ·························································.108
第五章 特殊儿童的家庭教育 ·······································································.121
第一节 单亲家庭的家庭教育 ····························································.122
第二节 多子女家庭的家庭教育 ·························································.129
第三节 隔代家庭的家庭教育 ····························································.135
第四节 留守儿童的家庭教育 ····························································.142
第五节 特殊需要儿童的家庭教育 ······················································.148
第六章 学前儿童家庭教育指导 ····································································.160
第一节 学前儿童家庭教育指导的意义与任务 ·······································.161
第二节 学前儿童家庭教育指导的原则与内容 ·······································.164
第三节 学前儿童家庭教育指导的途径 ················································.167
第四节 新时代我国家庭教育指导服务体系 ·········································.175
第七章 有效的家园沟通与亲子沟通 ·······························································.184
第一节 有效沟通的理论与实践 ·························································.185
第二节 家园有效沟通 ·····································································.192
第三节 亲子有效沟通 ·····································································.196
第八章 社区教育资源的开发与利用 ·······························································.212
第一节 社区教育概述 ·····································································.213
第二节 学前儿童社区教育资源的开发与利用 ······································.216
第九章 家园社区合作 ·················································································.234
第一节 家园社区合作概述 ·······························································.235
第二节 家园社区合作的困境及解决路径·············································.240
第三节 常见家园社区合作活动的组织与实施 ······································.244
参考文献 ···································································································.257