在家庭环境中提供父母的语言支持与学龄前儿童的语言发展有关
Riikka Mustonen1, Ritva Torppa2, Suvi Stolt1
1Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.
Acta paediatrica (Oslo, Norway : 1992)
|May 3, 2024
概括
父母阅读,讲故事和唱歌显著提高了孩子的语言技能. 阅读为词汇和一般语言提供了最大的好处,而讲故事在语法发展方面表现出色.
科学领域:
- 儿童语言习得 儿童语言习得
- 发展心理学是发展心理学.
- 幼儿教育 幼儿教育 幼儿教育
背景情况:
- 数字化社会增加了对儿童语言发展中的家长支持的需求.
- 家庭语言活动对于早期的语言技能至关重要.
研究的目的:
- 调查父母语言支持 (阅读,讲故事,唱歌) 与儿童语言技能之间的关联.
- 确定哪些特定的家长活动最能支持不同的语言领域.
主要方法:
- 从赫尔辛基的日托中心招募了164名儿童 (2.54.1岁) 和父母.
- 父母阅读,讲故事和唱歌的频率收集.
- 用经过验证的仪器评估儿童的词汇,语法和一般语言能力.
主要成果:
- 经常阅读,讲故事和唱歌与更高的表达词汇和一般语言能力相关.
- 阅读和讲故事与提高语音技能有关;阅读与接收技能有着独特的关联.
- 回归分析表明,阅读对词汇/一般语言具有最高的解释能力,而讲故事对语法是关键.
结论:
- 父母阅读对儿童语言发展非常有益.
- 建议采用全面的方法,利用所有家长的语言活动 (阅读,讲故事,唱歌) 进行整体的语言技能发展.
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