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本研究聚焦探讨我国早期儿童学习与发展的现状与差异.以五省市1785名3—6岁学前儿童为对象,采用爯亚太学前儿童发展量表爲测查儿童在认知思维、社会情绪、运动技能、语言阅读、健康安全、文化参与及学习品质七大领域的发展状况.研究发现我国儿童早期学习与发展呈现良好的发展态势,除运动外,在其它各领域发展显著优于亚太五国儿童;来自经济较发达的东部省市和城市儿童发展较好,西部和农村儿童发展存在弱势,但是不同地区儿童的发展优势和弱势领域各有不同;优质园儿童在学习和发展的各方面表现均优于普通园儿童.因此,我国儿童发展存在社会经济文化差异,提升各地幼儿园质量将是全面促进我国儿童早期良好发展的重要途径.
Abstract：The study explores the status and differences in early learning and development of 1,785 children between 3 and 6 years of age in China. By adopting the East Asia-Pacific Early Childhood Development Scales( EAP-ECDS), the study examines child development in seven domains,including cognitive, social-emotional, motor, language and emergent literacy, health, hygiene and safety, cultural knowledge and participation, and approaches to learning. Findings demonstrate that children in China achieve a good level in early learning and development. Chinese children gain significantly better scores in six developmental domains except for motor development than those from other five countries in the East Asia-Pacific Region. In addition, there are regional and urbanrural differences in child development in China. Children from economically advantaged provinces and municipalities in the East and urban areas exhibit higher level of performances in different domains while those from the West and rural areas show significantly lower scores. However, there are differences in strengths and weaknesses in child development in different regions. Further,children from high quality kindergartens are more likely to show better performance in child development. The study indicates that there are economic and cultural differences in early learning and development in young children in China. Thus, to promote quality of all kindergartens might be an important pathway to improve development of children throughout China.
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(1)地区儿童七大领域发展差异主效应显著的具体数值:F(4,1 773)认知思维=22.36,p<0.001,η2=0.05;F2(4,1 773)社会情绪=11.26,p<0.001,η=0.03;F(4,1 773)运动技能=32.05,p<0.001,η2=0.07;F2(4,1 773)语言阅读=21.16,p<0.001,η=0.05;F(4,1 773)健康安全=5.15,p<0.001,η2=0.01;F(4,1 773)文化参与=15.79,p<0.001,η2=0.03;F(4,1 773)学习品质=55.83,p<0.001,η2=0.11.
(2)不同区域儿童不同领域发展差异主效应显著的具体数值:F(1,1 773)认知思维=75.42,p<0.001,η2=0.04;F2(1,1 773)社会情绪=28.11,p<0.001,η2=0.02;F(1,1 773)运动技能=13.58,p<0.001,η=0.01;F(1,1 773)语言阅读=34.29,p<0.001,η2=0.02;F(1,1 773)健康安全=7.05,p<0.01,η2=0.004;F(1,1 773)文化参与=18.46,p<0.001,η2=0.01;F(1,1 773)学习品质=83.72,p<0.001,η2=0.05.2
(1)地区和区域的交互作用检验:F(4,1 773)认知思维=7.04,p<0.001,η=0.02;F(4,1 773)社会情绪=12.42,p<0.001,η2=0.03;F2(4,1 773)运动技能=18.07,p<0.01,η=0.04;F(4,1 773)语言阅读=4.75,p<0.01,η2=0.01;F2(4,1 773)健康安全=5.99,p<0.001,η=0.01;F(4,1 773)文化参与=15.08,p<0.001,η2=0.03;F(4,1 773)学习品质=19.89,p<0.001,η2=0.04.
(2)各地城市儿童比较分析:F2(4,855)认知思维=7.67,p<0.001,η=0.04;F(4,855)社会情绪=6.18,p<0.001,η2=0.03;F(4,855)运动技能=34.69,p<0.001,η2=.14;F(4,855)语言阅读=12.24,p<0.001,η2=0.05;F2(4,855)健康安全=1.72,p>0.05,η2=0.01;F(4,855)文化参与=22.72,p<0.001,η=0.10;F(4,855)学习品质=11.91,p<0.001,η2=0.05.
(3)各地农村儿童比较分析:F(4,916)认知思维=20.12,p<0.001,η2=0.08;F(4,916)社会情绪=18.52,p<0.001,η2=0.08;F(4,916)运动技能=11.76,p<0.001,η2=0.05;F2(4,916)语言阅读=12.77,p<0.001,η=0.05;F(4,916)健康安全=9.42,p<0.001,η2=0.04;F(4,916)文化参与=5.42,p<0.001,η2=0.02;F(4,916)学习品质=70.79,p<0.001,η2=0.24.
基本信息:
中图分类号:G619.2
引用信息:
[1]周兢,张莉,Nirmala Rao.我国早期儿童学习与发展的现状分析:一项来自EAP-ECDS的研究报告[J].全球教育展望,2018,47(07):114-128.
基金信息:
香港特别行政区GRF研究基金香港大学合作课题“中国儿童发展与学前教育质量研究”(课题编号:14104-412321-18125);; 中国基础教育质量监测协同创新中心重大课题“学前儿童语言监测指标体系及工具研究”(项目编号:2016-02-005-BZK01)的阶段性成果
2018-07-10
2018-07-10