心理发展与教育 ›› 2024, Vol. 40 ›› Issue (1): 8-18.doi: 10.16187/j.cnki.issn1001-4918.2024.01.02

• 认知与社会性发展 • 上一篇    下一篇

家庭环境与农村儿童早期语言发展的关系

冷欣怡1, 苏萌萌2, 李文玲3, 杨秀杰4, 邢爱玲4, 张湘琳1, 舒华1   

  1. 1. 北京师范大学认知神经科学与学习国家重点实验室和IDG/麦戈文脑科学研究院, 北京 100875;
    2. 首都师范大学初等教育学院, 北京 100048;
    3. 美国传腾国际大学教育学院, 加利福尼亚 90630, 美国;
    4. 北京师范大学心理学部, 北京 100875
  • 发布日期:2024-02-20
  • 通讯作者: 舒华 E-mail:shuhua@bnu.edu.cn
  • 基金资助:
    国家自然科学基金(31671126);奕阳教育研究院青年学者研究资助项目(SEI-QXZ-2019-01)。

The Relation between Home Environment and Early Language Development in Rural China

LENG Xinyi1, SU Mengmeng2, LI Wenling3, YANG Xiujie4, XING Ailing4, ZHANG Xianglin1, SHU Hua1   

  1. 1. State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875;
    2. College of Elementary Education, Capital Normal University, Beijing 100048;
    3. College of Education, Trident University International, Cypress, CA 90630, USA;
    4. Faculty of Psychology, Beijing Normal University, Beijing 100875
  • Published:2024-02-20

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摘要： 本研究以374名贵州农村地区小、中、大班年龄儿童为研究对象,开发并采用适合农村儿童的图片命名测验以及家庭环境调查问卷,描述农村学前儿童的口语词汇发展水平及家庭环境现状,并探讨家庭环境各因素(父母教育水平、家庭阅读活动、教育观念、家长评估及早期阅读教育)与学前儿童口语词汇发展的关系。结果表明:(1)农村学前儿童的口语词汇表现出随年龄增长而提高的发展模式;(2)农村儿童处于较为不利的早期家庭环境,包括较低的父母教育水平、早期阅读教育起步较晚等;(3)在这些家庭环境因素中,母亲教育水平和家庭阅读活动与儿童口语词汇显著相关,并且二者可以相对独立地预测儿童口语词汇发展。研究结果为农村贫困地区学前儿童语言发展的干预可行性提供重要的理论基础。

关键词: 农村, 学前儿童, 口语词汇, 家庭社会经济地位, 家庭阅读活动

Abstract: With the newly developed picture naming test and the questionnaire on home literacy environment, the present study examined the expressive vocabulary and the basic family environment of 374 preschool children from 3 age groups in rural Guizhou, China. Furthermore, we investigated the relationships between various family factors (socioeconomic status, home literacy activities, parental beliefs, parental estimation, and early reading-related education) and Children’s expressive language. The results showed that the reliability and discrimination of the picture naming test were acceptable, and a significantly increased performance was observed across 3 age groups from young to old. Compared with children in urban areas, children in rural areas were suffering from a more disadvantageous home environment. Among these factors, mothers’ educational level and home literacy activities could significantly and independently predict children’s expressive vocabulary. Therefore, the results provided a theoretical foundation for the feasibility of intervention in the development of children’s early language ability in low-income areas in rural China.

Key words: rural areas, preschool children, expressive vocabulary, socioeconomic status, home literacy activities

中图分类号: 

  • B844
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