玩游戏的时间通过与自我调节的关联预测了早期的阅读和数学技能
Portia Miller1, Laura Betancur2, Linsah Coulanges1,2
1Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States.
Journal of applied developmental psychology
|December 1, 2023
概括
减少儿童的游戏时间可能会阻碍自我调节,影响学校的准备. 在幼儿时期有更多的游戏时间会对自我调节产生积极影响,提高预阅读和数学技能,以便更好地为学校做好准备.
科学领域:
- 发展心理学 发展心理学
- 儿童发展 儿童发展
- 教育心理学教育心理学
背景情况:
- 近几十年来,儿童玩时间显著减少.
- 这种下降可能会对早期自我调节产生负面影响,这是学校准备的关键因素.
- 游戏时间,自我调节和学术技能之间的关系需要进一步研究.
研究的目的:
- 检查玩时间如何预测4至5岁儿童的自我调节能力,预读能力和数学能力.
- 调查自我调节是否调解了游戏时间和早期学术技能之间的关联.
- 了解游戏对学校准备能力的影响.
主要方法:
- 长度研究追踪了4至5岁的128名儿童.
- 利用时间日记记录孩子的游戏时间.
- 雇员对自我调节,预读和数学技能的直接评估.
主要成果:
- 玩时间的增加与儿童的自我调节有积极的相关性.
- 游戏时间通过对自我调节的积极影响间接增强了阅读前和数学技能.
- 这些效应在一年后,从4岁到5岁时观察到.
结论:
- 在学前阶段促进游戏机会对于发展自我调节至关重要.
- 游戏时间是提高学校准备能力的重要预测因素.
- 促进游戏的干预措施可以改善儿童的学术和社会情感发展.
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