家庭学习环境对儿童早期学业和社会技能的作用

摘要/Abstract

摘要： 家庭学习环境作为个体出生后最先接触到的学习环境,对个体早期乃至未来一生的发展都有重要作用。本研究以181名年龄在53~67个月的学前儿童及其母亲为被试,考察了家庭学习环境对儿童早期语言、数学和社会技能的作用。结果发现:(1)控制个体性别、年龄后,家庭学习环境对儿童早期语言、数学和社会技能的解释率分别为9.2%、4.4%和9.6%,均大于家庭社会经济地位和学前教育经历对三方面技能的解释率;(2)进一步控制家庭社会经济地位和学前教育经历后,家庭学习环境仍可显著预测个体早期语言、数学和社会技能,解释率分别为7.4%、3.2%和8.5%;(3)家庭学习环境的不同方面与儿童早期发展不同方面的关系不同。其中,家庭学习活动是儿童早期语言和数学技能的重要预测变量,丰富生活经验是儿童早期社会技能的重要预测变量。

关键词: 家庭学习环境, 家庭社会经济地位, 学前教育经历, 学业技能, 社会技能

Abstract: Home learning environment (HLE), as one component of the micro-system and the first learning environment that children was exposed to, has a large effect on children's early development. With 181 children aged 53~67 months and their primary caregivers as the subjects, the present study investigated the effects of HLE (including Home Learning Activities and Enrichment Experience in daily life) on their literacy, numeracy and social skills. The results are as follows: (1) After controlling for the gender and age of children, HLE can explain 9.4% of the variance on literacy, 4.4% of the variance on numeracy and 9.6% of the variance on social skills; (2) Further, after controlling for the SES and early education experience, HLE can still explain 7.4% of the variance on literacy, 3.2% of the variance on numeracy and 8.5% of the variance on social skills; (3) Two aspects of HLE have different impact on children's early development. Home Leaning Activities is the most powerful predictor of children's literacy and numeracy skill, while Enrichment Experience is the most powerful predictor of children's social skills.

Key words: home learning environment, socioeconomic status, early education experience, academic skills, social skills

中图分类号:

B844. 1

李艳玮, 李燕芳, 刘丽莎, 吕莹. 家庭学习环境对儿童早期学业和社会技能的作用[J]. 心理发展与教育, 2013, 29(3): 268-276.

LI Yan-wei, LI Yan-fang, LIU Li-sha, LV Ying. The Effects of Home Learning Environment on Children’s Early Academic and Social Skills[J]. Psychological Development and Education, 2013, 29(3): 268-276.

参考文献

Anders, Y., Rossbach, H., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., et al. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.

Becker, B. (2011). Social disparities in children's vocabulary in early childhood: Does pre-school education help to close the gap? British Journal of Sociology, 62(1), 69-88.

Biedinger, N. (2011). The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany. Child Development Research, 916303, 1-10.

Bradley, R. H., & Caldwell, B. M. (1984). Home Observation for Measurement of the Environment. Little Rock, Arkansas: University of Arkansas at Little Rock. (Materials for administering and scoring the Home Observation for Measurement of the Environment (HOME) can be purchased from http://www.ualr.edu/%7ecrtldept/home4.htm)

Bradley, R. H., & Caldwell, B. M. (1995). Caregiving and the regulation of child growth and development: Describing proximal aspects of caregiving systems. Developmental Review, 15(1), 38-85.

Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & Coll, C. G. (2001). The home environments of children in the United States: II. Variations by age, ethnicity, and poverty status. Child Development, 72(6), 1844-1867.

Bridges, M., Fuller, B. C., Rumberger, R., & Tran, L. (2004). Preschool for California's children: Promising benifits, unequal access. PACE Policy Brief, 04-3, Berkeley, CA: Policy Analysis for California Education (PACE).

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.

Cheadle, J. E. (2008). Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade. Sociology of Education, 81(1), 1-31.

Connor, C. M., Son, S. H., Hindman, A., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, and family characteristics: Complex effects on first-graders' vocabulary and early reading outcomes. Journal of School Psychology, 43(4), 343-375.

Crosnoe, R., Augustine, J. M., & Huston, A. C. (2012). Children's early child care and their mothers' later involvement with schools. Child Development, 83(2), 758-772.

Davis-Kean, P. E., & Sexton, H. R. (2005). How does parents' education level influence parenting and children's achievement? In U. o. M. CAPCA (Center for Analysis of Pathways from Childhood to Adulthood), editor. In Proc. CDS-II Early Results Workshop, http://rcgd.isr.umich.edu/capca/events/CDSIIDavisKean2005.pdf, Jun.

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.

Foster, E. M. (2002). How economists think about family resources and child development. Child Development, 73(6),1904-1914.

Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13-36.

Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.

Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.

Lareau, A. (2002). Invisible inequality: social class and childrearing in black families and white families. American Sociological Review, 67(5), 747-776.

Li, H., Shu, H., McBride-Chang, C., Liu, H. Y., & Peng, H. (2010). Chinese children's character recognition: Visuo-orthographic, phonological processing, and morphological skills. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2010.01460.x/abstract; jsessionid=D5C0362B97651933FF7953F742EB613E. d02t03.

Linver, M. R., Brooks-Gunn, J., & Kohen, D. E. (2002). Family processes as pathways from income to young children's development. Developmental Psychology, 38(5), 719-734.

Loeb, S., Bridges, M., Bassok, D., Fulle, B., & Rumberger, R. W. (2007). How much is too much? The influence of preschool centers on children's social and cognitive development. Economics of Education Review, 26(1), 52-66.

Love, J. M., Kisker, E. E., Ross, C., Raikes, H., Constantine, J., Boller, K., et al. (2005). The effectiveness of early head start for 3-year-old children and their parents: Lessons for policy and programs. Developmental Psychology, 41(6), 885-901.

Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 5(4), 629-647.

Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95-114.

Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M. B., et al. (2008). Preschool influences on mathematics achievement. Science, 320(5893),1161-1162.

Melhuish, E., Belsky, J., Leyland, A. H., Barnes, J., & NESS Reasearch Team. (2008). Effects of fully-established Sure Start Local Programmes on 3-year-old children and their families living in England: a quasi-experimental observational study. Lancet, 372(1), 1641-1647.

National Institute of Child Health and Human Development Early Child Care Research Network. (2006). Findings for children up to age 4? years. NIH Pub. No. 05-4318.

Ready, D. D., LoGerfo, L. F., Burkam, D. T., & Lee, V. E. (2005). Explaining girls' advantage in kindergarten literacy learning: do classroom behaviors make a difference?. The University of Chicago Press, 106(1), 21-38.

Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2004). The impact of pre-school on young children's cognitive attainments at entry to reception. British Educational Research Journal, 30(5), 691-712.

Snow, C., & Van Hemel, S. (2008). Early childhood assessment: Why what and how? Report of the committee on developmental outcomes and assessments for young children. Washington, DC: National Academies Press.

Son, S., & Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103-1118.

Storch, S. A., & Whitehurst, G. J. (2001). The role of family and home in the literacy development of children from low-income backgrounds. InP. R. Britto & J. Brooks-Gunn (Eds.), The role of family literacy environments in promoting young children's emerging literacy skills(Vol. 92, pp. 53-71). San Francisco, CA: Jossey-Bass.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-school Education (EPPE) Project technical paper 12-final report effective pre-school education. EPPE Project, Institute of Education, University of London.

Veselska, Z., Geckova, A. M., Reijneveld, S. A., & Van Dijk, J. P. (2011). Socioeconomic status and physical activity among adolescents: the mediating role of self-esteem. Public Health, 125(11),763-768.

Wei, W., Yuan, H., Chen, C., & Zhou, X. (2012). Cognitive correlates of performance in advanced mathematics. British Journal of Educational Psychology, 82(1), 157-181.

Yeung, W. J., Linver, M. R., & Brooks-Gunn, J. (2002). How money matters for young children's development: parental investment and family processes. Child Development, 73(6), 1861-1879.

李虹, 饶夏溦, 董琼, 朱瑾, 伍新春. (2011). 语音意识、语素意识和快速命名在儿童言语发展中的作用. 心理发展与教育, 27(2), 158-163.

李艳玮, 李燕芳, 刘丽莎. (2012). 家庭收入对儿童早期语言能力的影响作用及机制: 家庭学习环境的中介作用. 中国特殊教育, 140(2), 63-68.

李燕, 贺婷婷, 俞凯, 刘佩利. (2010). 父母对孩子消极情绪的反应方式及其与幼儿社会技能关系的研究. 心理科学, 33(2), 452-455.

任春荣. (2010). 学生家庭社会经济地位(SES)的测量技术. 教育学报, 6(5), 77-82.

张彩. (2011). 城镇不同收入家庭儿童青少年的心理发展状况及其与父母投资、父母教养方式的关系研究. 北京师范大学博士学位论文.

张晓, 陈会昌, 张银娜, 孙炳海. (2009). 家庭收入与儿童早期的社会能力：中介效应与调节效应. 心理学报, 41(7), 613-623.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	冷欣怡, 苏萌萌, 李文玲, 杨秀杰, 邢爱玲, 张湘琳, 舒华. 家庭环境与农村儿童早期语言发展的关系[J]. 心理发展与教育, 2024, 40(1): 8-18.
[2]	张陆, 黄雪芳, 游志麒, 叶娜. 儿童期虐待对大学生公正世界信念的影响:有调节的中介模型[J]. 心理发展与教育, 2022, 38(6): 804-812.
[3]	罗海风, 刘坚, 周达. 家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用[J]. 心理发展与教育, 2021, 37(2): 199-210.
[4]	罗世兰, 张大均, 刘云艳. 家庭社会经济地位对幼儿良好行为习惯的影响:父母教养方式与幼儿心理素质的中介作用[J]. 心理发展与教育, 2021, 37(1): 26-33.
[5]	刘广增, 张大均, 朱政光, 李佳佳, 陈旭. 家庭社会经济地位对青少年问题行为的影响:父母情感温暖和公正世界信念的链式中介作用[J]. 心理发展与教育, 2020, 36(2): 240-248.
[6]	程刚, 唐昕怡, 牛娟, 李佳佳, 张大均. 中学生家庭社会经济地位与学业成绩的关系:心理素质各维度的多重中介作用分析[J]. 心理发展与教育, 2018, 34(6): 700-706.
[7]	陈浩彬, 刘洁. 家庭社会经济地位与青少年智慧的关系:积极教养方式和开放性人格的中介作用[J]. 心理发展与教育, 2018, 34(5): 558-566.
[8]	叶宝娟, 雷希, 方小婷, 符皓皓, 游雅媛, 陈佳雯. 心理资本对大学生职业决策困难的影响:有调节的中介模型[J]. 心理发展与教育, 2018, 34(1): 58-64.
[9]	张羽, 李玮玮, 罗玉晗, 华销嫣, 王耘. 家庭社会经济地位与父母教养方式对儿童青少年公正世界信念的影响[J]. 心理发展与教育, 2017, 33(5): 513-523.
[10]	张茜洋, 冷露, 陈红君, 方晓义, 舒曾, 蔺秀云. 家庭社会经济地位对流动儿童认知能力的影响:父母教养方式的中介作用[J]. 心理发展与教育, 2017, 33(2): 153-162.
[11]	陈曦, 陈光辉, 赵景欣. 家庭社会经济地位与青少年未来规划的关系:外向性的调节作用及其性别差异[J]. 心理发展与教育, 2015, 31(4): 420-427.
[12]	苏志强, 张大均, 邵景进. 社会经济地位与留守儿童社会适应的关系:歧视知觉的中介作用[J]. 心理发展与教育, 2015, 31(2): 212-219.
[13]	李燕芳, 徐良苑, 吕莹, 刘丽君, 王耘. 母子关系、师幼关系与学前流动儿童的社会适应行为[J]. 心理发展与教育, 2014, 30(6): 624-634.
[14]	乔娜, 张景焕, 刘桂荣, 林崇德. 家庭社会经济地位、父母参与对初中生学业成绩的影响：教师支持的调节作用[J]. 心理发展与教育, 2013, 29(5): 507-514.
[15]	曲可佳, 邹泓. 家庭社会经济地位、父母教养行为与大学生职业生涯探索的关系[J]. 心理发展与教育, 2013, 29(5): 500-506.