早期的环境和在学龄前的探索
Ilona Bass1,2, Elizabeth Bonawitz1
1Graduate School of Education, Harvard University, Cambridge, Massachusetts, United States of America.
PloS one
|June 10, 2024
概括
儿童的游乐探索因年龄和社会经济地位 (SES) 而异. 较大的孩子更独特地探索,而较低的SES儿童显示出更可变的探索模式,影响他们如何从展示的特征中学习.
科学领域:
- 儿童发展 儿童发展
- 认知科学 认知科学
- 发展心理学 发展心理学
背景情况:
- 研究表明,学习机会推动了儿童的探索.
- 在游戏式探索中,个人差异和环境背景的理解较少.
研究的目的:
- 研究年龄和社会经济地位 (SES) 如何影响学龄前儿童的游戏探索模式.
- 分析来自多个实验的聚合游戏数据,以确定探索中的发展和上下文因素.
主要方法:
- 一项大型分析汇集了278名学龄前儿童 (平均年龄56个月) 的数据.
- 与儿童的年龄和社会经济地位指标 (中等收入,模式教育) 相关的游戏行为.
主要成果:
- 随着年龄的增长,孩子们执行了更多独特的行为.
- 来自较低SES背景的儿童表现出更可变的探索.
- 勘探变异性和对证明特征的关注之间的关系在较低和较高的SES群体之间有所不同.
结论:
- 年龄和SES在很大程度上影响了儿童的游戏探索策略.
- 研究结果强调了个人发展,环境和通过游戏学习之间的相互作用.
- 这项研究提供了对儿童多样化的探索模式的基础见解.
相关概念视频
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