空间活动的多样性和家长的空间谈话复杂性预测学龄前儿童在空间技能方面的收益
Danielle S Fox1,2, Leanne Elliott1,2, Heather J Bachman1,3
1Learning Research and Development Center, Pittsburgh, Pennsylvania, USA.
Child development
|October 20, 2023
概括
多样化的空间活动和父母复杂的空间语言促进学龄前儿童的空间技能发展. 这项研究强调了改善早期空间学习的关键因素,这对于未来的STEM成功至关重要.
科学领域:
- 儿童发展 儿童发展
- 认知科学 认知科学
- 教育教育教育教育教育教育.
背景情况:
- 空间技能对于科学,技术,工程和数学 (STEM) 成功至关重要.
- 以前的研究往往侧重于空间输入的频率,而不是其多样性或复杂性.
- 了解影响儿童早期空间技能发展的因素是必不可少的.
研究的目的:
- 调查儿童日常空间活动的多样性和家长的空间谈话与学龄前儿童的空间技能发展之间的联系.
- 在不同背景下检查家长空间语言的复杂性.
- 确定这些因素是否预测了从4岁到5岁的空间技能的增长.
主要方法:
- 在113名学龄前儿童 (平均年龄为4岁,4个月) 中测量了儿童的空间活动和父母的空间谈话.
- 分析了日常空间活动的多样性和父母空间谈话发言的长度.
- 从4岁到5岁对空间技能的评估变化.
主要成果:
- 日常空间活动中更大的多样性与增加的空间技能增长有关 (β = .17).
- 父母在活动期间更长的空间谈话发言与儿童空间技能的更大收益相关 (β = .40).
- 这项研究独特地研究了空间输入的多样性和复杂性,而不仅仅是频率.
结论:
- 儿童空间活动的多样性和父母空间语言的复杂性是空间技能发展的重要预测因素.
- 研究结果表明,丰富儿童的空间环境和鼓励详细的空间交流可以促进重要的早期空间学习.
- 这些早期获得的空间技能对于以后的学业成绩很重要,特别是在STEM领域.
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