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5岁时低于平均水平的认知能力与9岁时孩子在学校的经验之间的关系
Andrea K Bowe1, Mathias Urban2, Anthony Staines3
1INFANT Research Centre, University College Cork, Cork, Ireland.
Frontiers in public health
|March 19, 2025
概括
5岁时认知能力低于平均水平的儿童在9岁时面临更高的负面学校经历,低自我概念和行为问题的风险. 早期干预对于认知发展和学校成功至关重要.
科学领域:
- 发展心理学是发展心理学.
- 教育心理学教育心理学
- 儿童发展 儿童发展
背景情况:
- 认知能力的差异出现在童年早期.
- 了解早期认知能力的长期影响对于教育和发展轨迹至关重要.
研究的目的:
- 研究5岁低于平均水平的认知能力 (BACA) 和9岁以后的学校经验,自我概念和情绪-行为功能之间的因果关系.
- 确定与早期儿童认知发育水平较低相关的潜在不良结果.
主要方法:
- 长度队列研究包括来自爱尔兰成长婴儿队列的7392名儿童.
- 在5岁时使用英国能力尺度评估认知能力;BACA定义为>1 SD低于平均值.
- 9岁时的结果包括儿童报告的学校经验和自我概念,以及教师报告的课堂参与和情绪-行为功能,使用后勤回归来分析.
主要成果:
- 5岁时患有BACA的儿童在9岁时显著增加不喜欢学校,受到欺凌和欺凌他人的几率.
- BACA与低自我概念和情绪行为困难的几率显著增加有关.
- 具有BACA的学生在学习中缺乏兴趣和动机的几率要高得多.
结论:
- 学校入学时低于平均水平的认知能力与负面的学校经历,低自我概念和9岁时的行为问题有因果关系.
- 这些发现强调了认知能力在塑造儿童学术和社会情感发展方面的重要性.
- 幼儿政策和干预措施应优先考虑认知发展,以减轻长期不良结果.
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