教师的语言实践和学龄前儿童的学业成绩
1Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN 37203-5721, USA. david.dickinson@vanderbilt.edu
Science (New York, N.Y.)
|August 20, 2011
概括
幼儿教育对低收入儿童有好处,但学术上的收益受到争议. 干预措施可能不那么有效,因为它们没有显著提高教师促进早期语言发展的能力.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 教育干预教育干预
背景情况:
- 幼儿计划是认可的支持来自低收入背景的儿童.
- 最近的研究质疑这些课程在多大程度上提高了学业成绩.
- 早期语言发展在以后的学术成功中的关键作用已被证实.
研究的目的:
- 审查语言在阅读发展中的作用.
- 确定促进早期语言学习的家庭和课堂因素.
- 评估学前干预措施的有效性,并确定局限性.
主要方法:
- 对早期语言发育研究的文献综述.
- 分析影响家庭和课堂环境中语言成长的因素.
- 审查关于学前干预计划的研究.
主要成果:
- 语言技能是以后阅读理解的基础.
- 特定的家庭和课堂环境显著促进早期语言成长.
- 目前的学前教育干预措施往往不能大大提高教师支持语言和概念知识的能力.
结论:
- 有效的幼儿计划必须优先提高教师在促进语言和概念知识方面的技能.
- 干预措施需要专注于培养教师能力,以便对学业成绩产生更大的影响.
- 解决教师与儿童互动的质量是改善干预结果的关键.
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