幼儿园的同龄人是否在幼儿园创造了一个可持续的环境? 来自ECLS-K:2011年的证据
Zhiling Meng Shea1,2, Qing Zhang1, Jade Marcus Jenkins1
1University of California, Irvine.
AERA open
|October 1, 2025
概括
更多的幼儿园同龄人在幼儿园课堂上并没有改善非参加者的学术或社会技能. 然而,当更多的学龄前儿童出席时,教师认为阅读技能有所改善,并花更多的时间在高级阅读内容上.
科学领域:
- 教育教育教育教育教育教育.
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 在早期教育环境中,同龄人构成的影响对于理解儿童发展至关重要.
- 以前的研究表明,同龄人互动对儿童技能发展有潜在的益处.
- 儿童早期纵向研究 - 幼儿园队列 (ECLS-K) 为检查这些影响提供了丰富的数据集.
研究的目的:
- 调查幼儿园教室中更高比例的学龄前儿童是否有利于没有上过学龄前儿童.
- 确定学龄前同龄人的比例是否会减轻学龄前就读的好处.
- 评估学龄前同龄人的百分比与教师对儿童技能和教学实践的看法之间的关系.
主要方法:
- 早期儿童长度研究的分析 - 2011年幼儿园队列 (ECLS-K:2011).
- 检查了幼儿园学生在课堂中的百分比与儿童的学术,执行功能,行为和亲社会技能之间的关联.
- 研究了幼儿园同龄人对幼儿园福利和教师的感知和教学内容的适度效应.
主要成果:
- 在学前同龄人的百分比与儿童的学术,执行功能或行为/亲社会技能之间没有发现任何关联.
- 在幼儿园同龄人的百分比和教师对儿童阅读能力的看法之间观察到一个积极的关联.
- 教师报告说,在有更高比例的学龄前儿童出席的教室里,他们花更多的教学时间在高级阅读内容上.
结论:
- 课堂同学组成,特别是学前班的百分比,似乎没有提高幼儿园的非学前班的学术或社会情感技能.
- 更多的学龄前同龄人的存在可能会影响教师的感知和教学重点,特别是在阅读中.
- 需要进一步的研究,以了解幼儿教育环境中同行组成的细微影响.
关键词:
儿童发展儿童的发展.在课堂上进行课堂研究.幼儿早期的童年 幼儿早期的童年教育政策教育政策教育政策幼儿园 幼儿园 幼儿园同行效应是同行效应.幼儿园 幼儿园 幼儿园 幼儿园 幼儿园这是一种准实验性分析.阅读阅读阅读阅读阅读阅读阅读回归分析回归分析.二次数据分析二次数据分析持续增长就是持续的收益.教师的教学指导教学教师的教学指导教师的知识教师的知识知识.教师的感知教师的感知更多相关视频
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