弹性:在婴幼儿教室中支持儿童的自我调节
Diane M Horm1, Shinyoung Jeon2, Denise Vega Ruvalcaba1
1Early Childhood Education Institute, University of Oklahoma-Tulsa, Tulsa, OK, United States.
Frontiers in psychology
|February 20, 2024
概括
婴幼儿课堂自我调节技能对教师的支持产生了积极的影响,这反过来又促进了儿童的自我调节成长. 这凸显了教师专业发展对于幼儿教育中的弹性的重要性.
科学领域:
- 发展心理学 发展心理学
- 幼儿教育 儿童早期教育
- 弹性研究 弹性研究
背景情况:
- 自律是弹性的一个关键方面,对儿童的短期和长期结果至关重要.
- 现有关于自我调节的研究主要集中在年长的孩子身上,这在理解婴幼儿在课堂环境中的发育方面存在差距.
- 社会生态环境极大地影响着幼儿的恢复能力的发展.
研究的目的:
- 检查婴幼儿自我调节技能与课堂质量之间的相互关系.
- 调查课堂级自我调节如何影响教师实践和随后的儿童自我调节发展.
- 探索自我监管作为一种在未经研究的人口和环境中的弹性机制的作用.
主要方法:
- 利用来自全州对低收入环境中出生至3岁儿童幼儿计划的评估数据.
- 采用多级调解模型来分析课堂质量对自我调节的间接影响.
- 在一个课程年内评估儿童自我调节技能的变化.
主要成果:
- 秋季的课堂级自我调节技能预测到冬季,教师对社会情感,认知和语言发展的支持将得到加强.
- 增加教师支持与从秋季到春季儿童自我调节的更大增长有关.
- 从最初的课堂自我调节到个体儿童自我调节的直接途径在统计学上并不显著.
结论:
- 研究结果强调了婴儿和幼儿自我调节影响课堂质量和随后的发展的间接途径.
- 强调需要改善教师支持和专业发展,以培养幼儿在以中心为基础的教室中的性.
- 强调婴幼儿护理质量 (QCIT) 措施对这一关键领域未来研究的有用性.
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