在学前班的教室中,自我调节和表达性语言的联合发展:来自低收入样本的初步证据
Pilar Alamos1, Khara L P Turnbull2, Amanda P Williford2
1School of Education, Pontificia Universidad Católica de Chile.
Journal of applied developmental psychology
|March 17, 2025
概括
幼儿园幼儿的早期自我调节技能预测了以后的表达性语言发展. 相反,早期的表达性语言技能也促进了自我调节的提高,突出了他们在课堂上相互联系的成长.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 语言发展语言发展.
背景情况:
- 自律和表达性语言对于学前教育的成功至关重要.
- 理论上,这些技能是共同发展的,受社会互动的影响.
- 幼儿园教室为这种共同发展提供了一个关键的背景.
研究的目的:
- 检查学龄前儿童自我调节和表达性语言之间的相互关联.
- 调查幼儿教育环境如何影响这种关系.
- 探索同行和教师互动的调节作用.
主要方法:
- 对来自低收入家庭的767名学龄前儿童进行了纵向研究.
- 多变量隐藏变化得分建模用于分析两个时间点的数据.
- 评估行为调节,情绪调节,表达词汇和叙事语言.
主要成果:
- 早期的自我调节 (情绪和行为) 预测了以后在表达性语言 (叙述和词汇) 中的收益.
- 早期的表达性语言 (词汇) 预测了以后在行为调节方面的收益.
- 同行互动,但不是教师互动,调节了其中一些关联.
结论:
- 有证据支持幼儿时代自我调节和表达性语言的双向发展.
- 课堂上的社会动态,特别是同龄人之间的互动,在这种共同发展中发挥着作用.
- 这些发现对设计有效的幼儿教育计划具有重要意义.
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