在不同早期护理和教育政策背景下测试结构-过程-结果模型.
Cara L Kelly1, Anamarie A Whitaker2, Margaret Burchinal3
1Early Childhood Education Institute, University of Oklahoma-Tulsa.
Developmental psychology
|July 28, 2025
概括
早期护理和教育 (ECE) 政策改善了结构质量,但将结构元素与儿童结果联系起来的结构-过程-结果模型需要改进. 目前的质量测量没有预测学术或行为结果.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 教育政策的教育政策.
背景情况:
- 在早期护理和教育 (ECE) 中普遍存在的结构-过程-结果模型认为,结构质量 (例如,儿童-成年人比率) 影响教师-儿童的互动,这反过来影响了儿童的发展.
- 这个模型是在ECE质量标准最低的时候开发的.
研究的目的:
- 测试结构-过程-结果模型在不同时代的ECE政策和质量标准的有效性.
- 通过使用纵向数据,检查结构质量,工艺质量和儿童发育结果之间的关系.
主要方法:
- 分析了四个大,纵向的早期儿童数据集,跨越了30年的时间.
- 检查结构质量指标 (儿童成人比例,教师教育) 与观察到的课堂质量之间的关联.
- 评估过程质量与儿童学业和行为成果之间的关系.
主要成果:
- 结构性质量指标在最低监管时期与教室质量有关,但在法规要求更高标准时没有.
- 通过常见评估测量过程质量与儿童学前学业或行为结果之间没有发现显著的关系.
- 调查结果表明,由于政策变化,结构质量有所改善,原始模型可能不再完全捕捉到ECE的动态.
结论:
- 传统的结构-过程-结果模型需要根据ECE的结构质量改善进行重新评估.
- 未来的研究和政策应该考虑完善理论模型,以更好地反映当前的ECE标准及其对儿童发展的影响.
- 该研究强调需要更新措施和理论框架来评估ECE的有效性.
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