弥合差距:家长和老师对儿童发展结果的看法所起的作用
McKayla Jensen1, Mikaela J Dufur1, Jonathan A Jarvis1
1Department of Sociology, Brigham Young University, Provo, UT 84602, USA.
Children (Basel, Switzerland)
|September 27, 2025
概括
父母和老师就孩子的性格特征达成一致,对孩子的发展至关重要. 错误的认知对能力产生负面影响,而对整洁的同意显示出积极的关联,突出了家庭和学校合作的必要性.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 幼儿教育和护理 (ECEC) 环境对于社会和认知发展至关重要.
- 了解孩子的行为和能力需要考虑家庭和幼儿园环境.
- 以前的研究往往侧重于个别的家长或教师的观点,而不是他们的对齐.
研究的目的:
- 检查家长和老师对孩子个性和能力的认知对准的重要性.
- 调查父母和教师观点的一致性和不一致性如何影响幼儿的发展.
- 通过分析父母和教育工作者的综合观点,扩展先前的研究.
主要方法:
- 通过国家教育小组研究 (NEPS) 调查了2968名德国幼儿园龄儿童的家长和教师.
- 父母和老师独立评价了孩子的10个行为特征和5个发展能力.
- 分析了使用OLS回归模型和人口统计控制的家长-教师评级差异.
主要成果:
- 对于"对知识的渴望"的感知,父母和老师之间的差异较大,与所有五种发育能力都有负面关联.
- 对说话,自信,善良和理解的看法差异与负面的发展结果有关.
- 相反,对儿童整洁的看法差异与所有五种发育能力都有积极的关联.
结论:
- 父母和教师的看法对孩子的发展有很大的影响,需要采取统一的方法.
- 调查结果强调了家庭和幼儿教育中心之间合作的重要性,以促进儿童的福祉.
- 在认知中建立一致性可以改善对儿童的支持,并促进家长和教育者的伙伴关系.
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