学前儿童学习品质的评估及其与早期发展的关系
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摘要
学习品质作为入学准备的重要方面,引起不少研究者的关注,尤其是学习品质对其他发展领域的影响和作用。选取731名上海市幼儿园小班和中班儿童为被试,采用情境测查的方法评估儿童学习品质的发展情况,并探讨其与儿童早期认知发展、语言发展和社会性发展之间的关系。结果表明,大多数3～5岁儿童的学习品质得分处于评分中间值以上,但在不同要素上的发展比较不均衡;儿童的学习品质随年龄增长而提高;女孩在抑制控制和坚持性上的表现优于男孩;家庭经济地位影响抑制控制和好奇心的发展;情境测查的学习品质与认知发展、语言发展和社会性发展之间均具有中等程度显著偏相关,其中,与认知发展的相关程度最高;学习品质对三个领域发展的解释力都达到了显著水平,对认知发展的解释力最大,对语言发展和社会性发展的解释力相同。学习品质会对儿童早期发展起重要的促进作用。
引文
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[2]Brickman,N.&Weiner,M.COR Advantage Scoring Guide[M].Yspilant:HighScope Educational Research Foundation,2013.
[3]DRDP-K:A Developmental Continuum for Kindergarten[M].Sac‐ramento:California Department of Education,2014.
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[10]Chen,J.Q.,&Mc Namee,G.D.Bridging:Assessment for Teaching and Learning in Early Childhood Classroom,PreK-3[M].California:Corwin Press,2007.
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[23][24][49][62]Dobbs-Oates,J.,Doctoroff,G.L.,Fisher,P.H.,&Arnold,D.H.The association between preschool children’s socioemotional functioning and their mathematical skills[J].Applied Developmental Psychology,2006,27:97-108.
[25]Fisher,P.H.,Dobbs-Oates,J.,Doctoroff,G.L.,et al.Early math interest and the development of math skills[J].Journal of Edu‐cational Psychology,2012,104(3):673-681.
[27]Doctoroff,G.L.,Fisher,P.H.,Burrows,B.M.,&Edman,M.T.Preschool children's interest,social-emotional skills,and emergent mathematics skills[J].Psychology in The Shools,2016,53(4):390-430.
[28]Lee,E.The relationship between approaches to leaning and academic achievement among kindergarten students:An analysis using early childhood longitudinal study kindergarten students(ECLS-K))[J].International Journal of Arts&Sciences,2012,5(5):305-313.
[30]Tach,L.M.,&Farkas,G.Learning-related behaviors,cognitive skills,and ability grouping when schooling begins[J].Social Science Research,2006,35(4):1048-1079.
[31]Morgan,P.L.,Farkas,G.,Tufis,P.A.,&Sperling,R.A.Are reading and behavior problems risk factors for each other?[J].Journal of Learning Disabilities,2008,41(5):417-436.
[32]Li-Grining,C.P.,Votruba-Drzal,E.,Maldonado-Carre?o,C.,&Haas,K.Children's early approaches to learning and academic trajectories through fifth grade[J].Developmental Psychology,2010,46(5):1062-1077.
[33]Morgan,P.L.,Farkas,G.,&Wu,Q.Kindergarten children’s growth trajectories in reading and mathematics[J].Journal of Learning Disabilities,2011,44(5):472-488.
[35]周欣,黄瑾,王烨芳,等.4~6岁儿童书面数符号表征和理解能力发展的个案研究[J].学前教育研究,2006,(10).
[37]刘昆.儿童语言学习品质与语言入学准备水平的相关性探究[J].现代中小学教育.2015,(2).
[38][57]McDermott,P.A.,Leigh,N.M.,&Perry,M.A.Development and validation of the preschool leaning behaviors scale[J].Psychology in the Schools,2002,39(4):353-365.
[39]Fantuzzo,J.,Perry,M.A.,&Mc Dermott,P.Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children[J].School Psychology Quarterly,2004,19(3):212-230.
[41][43][50]李芳雪.大班幼儿学习品质与家庭文化资本的关系研究[D].天津:天津师范大学,2015:14.
[42][44][51]夏丽洁.幼儿学习品质的观察诊断与干预研究[D].上海:上海师范大学,2014.
[45]陈红芳,安晓镜,陈力民,等.3~6岁儿童抑制性控制的发展及其与父母养育风格的关系[C].北京:第十届全国心理学学术大会论文摘要集,2005.
[46]程颖.3~5岁幼儿抑制控制、自我控制与同伴交往三者关系研究[D].上海:华东师范大学,2009.
[53]Gottfried,A.E.,Fleming,J.S.,&Gottfried,A.W.Role of cognitive stimulating home environment in children’s academic intrinsic motivation:A longitudinal study[J].Child Development,1998,69(5):1448-1460.
[54]Fantuzzo,J.,McWayne,C.,&Perry,M.A.Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban,low-income children[J].School Psychology Review,2004,33(4):467-480.
[55]吕卓健.5~6岁幼儿学习品质与家庭教养方式的相关研究[J].亚太教育,2016,(20).
[56]孙艳.5~6岁幼儿学习品质与家庭教养方式的相关研究[D].西安:陕西师范大学,2011.
[58]Chen,J.Q.,&McNamee,G.D.Positive approaches to learning in the context of preschool classroom activities[J].Early Child‐hood Education,2011,(39):71-78.
[64]Razza,R.A.,Martin,A.,&Brooks-Gunn,J.Are approaches to learning in kindergarten associated with academic and social competence similarly?[J].Child Youth Care Forum,2015,44(6):757-776.
[2]Brickman,N.&Weiner,M.COR Advantage Scoring Guide[M].Yspilant:HighScope Educational Research Foundation,2013.
[3]DRDP-K:A Developmental Continuum for Kindergarten[M].Sac‐ramento:California Department of Education,2014.
[4][34][52]王宝华,冯晓霞,肖树娟,等.家庭社会经济地位与儿童学习品质及入学认知准备之间的关系[J].学前教育研究,2010,(4).
[5][17]McDermott,P.A.Comparative functions of preschool learning style and IQ in predicting future academic performance[J].Contemporary Educational Psychology,1984,9(1):38-47.
[6][29][60]Denton,K.,&West,J.Children’s reading and mathematics achievement in Kindergarten and first grade[R].Washington,D.C.:National Center for Education Statistics,2002.
[7]McDermott,P.A.,Rikoon,S.H.,Waterman,C.,&Fantuzzo,J.W.The preschool learning behaviors scale:Dimensionality and ex‐ternal validity in Head Start[J].School Psychology Review,2012,41(1):66-81.
[8]Mc Dermott,P.A.,Fantuzzo,J.W.,Warley,H.P.,et al.Teacher’s grade responses for preschoolers'stylistic learning behavior:The Learning-to-Learn Scales[J].Educational and Psychological Measurement,2011,71(1):148-169.
[9][40][47]蔡欣欣.大班幼儿学习品质评估工具的编制与初步试用[D].西安:陕西师范大学,2015.
[10]Chen,J.Q.,&Mc Namee,G.D.Bridging:Assessment for Teaching and Learning in Early Childhood Classroom,PreK-3[M].California:Corwin Press,2007.
[11]马方圆.学龄前儿童入学准备中学习方式测验的编制及其预测功能研究[D].长春:东北师范大学,2007.
[12]赵杏.大班幼儿建构活动中学习品质的表现性评价[D].开封:河南大学,2014.
[13][36][48][59]徐晶晶.学习品质对5~6岁儿童早期数学能力的影响研究[D].上海:华东师范大学,2014.
[14]李芳雪.大班幼儿学习品质与家庭文化资本的关系研究[D].天津:天津师范大学,2015.
[15]Rothbart,M.K.,Ahadi,S.A.,Hershey,K.L.,&Fisher,P.H.Investigations of temperament at three to seven years:The children's behavior questionnaire[J].Child Development,2001,72(5):1394-1408.
[16]Matthews,J.S.,Ponitz,C.C.,&Morrison,F.J.Early gender differences in self-regulation and academic achievement[J].Journal of Educational Psychology,2009,101(3):689-704.
[18]Duncan,G.J.,Dowsett,C.J.,Claessens,A.,Magnuson,K.,&Japel,C.School readiness and later achievement[J].Developmental Psychology,2007,43(6):1428-1446.
[19]Mcclelland,M.M.,Acock,A.C.,Piccinin,A.,Rhea,S.A.,&Stalling,M.C.Relations between preschool attention span-per‐sistence and age 25 educational outcomes[J].Early Childhood Research Quarterly,2013,28(2):314-356.
[20][26][61]Martin,A.,Ryan,R.M.,&Brooks-Gunn,J.Longitudinal associations among interest,persistence,supportive parenting,and achievement in early childhood[J].Early Childhood Research Quarterly,2013,28:658-667.
[21]Mcclelland,M.M.,Morrison,F.J.,&Holmes,D.L.Children at risk for early academic problems:The role of learning-related social skills[J].Early Childhood Research Quarterly,2000,15(3):307-329.
[22][63]Mcclelland,M.M.,Acock,A.C.,&Morrison,F.J.The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school[J].Early Childhood Research Quarterly,2006,21(4):471-490.
[23][24][49][62]Dobbs-Oates,J.,Doctoroff,G.L.,Fisher,P.H.,&Arnold,D.H.The association between preschool children’s socioemotional functioning and their mathematical skills[J].Applied Developmental Psychology,2006,27:97-108.
[25]Fisher,P.H.,Dobbs-Oates,J.,Doctoroff,G.L.,et al.Early math interest and the development of math skills[J].Journal of Edu‐cational Psychology,2012,104(3):673-681.
[27]Doctoroff,G.L.,Fisher,P.H.,Burrows,B.M.,&Edman,M.T.Preschool children's interest,social-emotional skills,and emergent mathematics skills[J].Psychology in The Shools,2016,53(4):390-430.
[28]Lee,E.The relationship between approaches to leaning and academic achievement among kindergarten students:An analysis using early childhood longitudinal study kindergarten students(ECLS-K))[J].International Journal of Arts&Sciences,2012,5(5):305-313.
[30]Tach,L.M.,&Farkas,G.Learning-related behaviors,cognitive skills,and ability grouping when schooling begins[J].Social Science Research,2006,35(4):1048-1079.
[31]Morgan,P.L.,Farkas,G.,Tufis,P.A.,&Sperling,R.A.Are reading and behavior problems risk factors for each other?[J].Journal of Learning Disabilities,2008,41(5):417-436.
[32]Li-Grining,C.P.,Votruba-Drzal,E.,Maldonado-Carre?o,C.,&Haas,K.Children's early approaches to learning and academic trajectories through fifth grade[J].Developmental Psychology,2010,46(5):1062-1077.
[33]Morgan,P.L.,Farkas,G.,&Wu,Q.Kindergarten children’s growth trajectories in reading and mathematics[J].Journal of Learning Disabilities,2011,44(5):472-488.
[35]周欣,黄瑾,王烨芳,等.4~6岁儿童书面数符号表征和理解能力发展的个案研究[J].学前教育研究,2006,(10).
[37]刘昆.儿童语言学习品质与语言入学准备水平的相关性探究[J].现代中小学教育.2015,(2).
[38][57]McDermott,P.A.,Leigh,N.M.,&Perry,M.A.Development and validation of the preschool leaning behaviors scale[J].Psychology in the Schools,2002,39(4):353-365.
[39]Fantuzzo,J.,Perry,M.A.,&Mc Dermott,P.Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children[J].School Psychology Quarterly,2004,19(3):212-230.
[41][43][50]李芳雪.大班幼儿学习品质与家庭文化资本的关系研究[D].天津:天津师范大学,2015:14.
[42][44][51]夏丽洁.幼儿学习品质的观察诊断与干预研究[D].上海:上海师范大学,2014.
[45]陈红芳,安晓镜,陈力民,等.3~6岁儿童抑制性控制的发展及其与父母养育风格的关系[C].北京:第十届全国心理学学术大会论文摘要集,2005.
[46]程颖.3~5岁幼儿抑制控制、自我控制与同伴交往三者关系研究[D].上海:华东师范大学,2009.
[53]Gottfried,A.E.,Fleming,J.S.,&Gottfried,A.W.Role of cognitive stimulating home environment in children’s academic intrinsic motivation:A longitudinal study[J].Child Development,1998,69(5):1448-1460.
[54]Fantuzzo,J.,McWayne,C.,&Perry,M.A.Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban,low-income children[J].School Psychology Review,2004,33(4):467-480.
[55]吕卓健.5~6岁幼儿学习品质与家庭教养方式的相关研究[J].亚太教育,2016,(20).
[56]孙艳.5~6岁幼儿学习品质与家庭教养方式的相关研究[D].西安:陕西师范大学,2011.
[58]Chen,J.Q.,&McNamee,G.D.Positive approaches to learning in the context of preschool classroom activities[J].Early Child‐hood Education,2011,(39):71-78.
[64]Razza,R.A.,Martin,A.,&Brooks-Gunn,J.Are approaches to learning in kindergarten associated with academic and social competence similarly?[J].Child Youth Care Forum,2015,44(6):757-776.