过渡到幼儿园的挑战和儿童的幸福通过小学:学校过渡是否支持问题?
Briana A López1, Aprile D Benner1
1Department of Human Development and Family Sciences, University of Texas at Austin.
Early childhood research quarterly
|February 10, 2025
概括
提供更多过渡支持的学校可以缓解儿童的幼儿园调整,改善学术和社会情感福祉. 这些支持对早期小学成功产生了积极的影响.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 幼儿教育 儿童早期教育
背景情况:
- 过渡到幼儿园是一个关键时期,影响儿童的长期学术和社会情感轨迹.
- 了解基于学校的过渡支持如何影响这一过程,对于有效的早期教育政策至关重要.
- 之前的研究已经强调了早期学校经验对儿童发展的重要性.
研究的目的:
- 调查学校内部转型支持的集群.
- 检查学校过渡支持策略对儿童心理调整 (过渡挑战) 的后果影响.
- 分析过渡支持和挑战对整个小学期间儿童学术和社会情感福祉的影响.
主要方法:
- 利用了来自早期儿童长度研究-幼儿园2011年队列 (ECLS-K 2011) 的数据,涉及13,390名儿童.
- 采用调解模型,通过减少过渡挑战来评估过渡支持对儿童成果的间接影响.
- 应用调节模型来探索过渡挑战和结果之间的关系是否在不同级别的学校过渡支持星座中不同.
主要成果:
- 提供更高水平基本过渡支持的学校与儿童过渡挑战较少有关.
- 经历过较少过渡挑战的儿童表现出更好的学业成绩和社会情感福祉.
- 过渡支持的具体构成并没有显著缓解过渡挑战与儿童后续结果之间的关联.
结论:
- 在学校实施强大的过渡支持系统可以减轻进入幼儿园的儿童早期适应困难.
- 这些支持似乎在整个小学阶段促进了持续的积极的学术和社会情感发展.
- 这些发现为设计和完善旨在支持儿童和家庭在关键幼儿园过渡期间的干预提供了宝贵的指导.
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