Peisner-Feinberg E S, Burchinal M R, Clifford R M, Culkin M L, Howes C, Kagan S L, Yazejian N
Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill, 27599-8180, USA.
Child Dev. 2001 Sep-Oct;72(5):1534-53. doi: 10.1111/1467-8624.00364.
The cognitive and socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher-child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.
在调整了与儿童保育质量和发展相关的家庭选择因素后，对733名儿童从4岁到8岁的认知和社会情感发展进行了纵向研究，研究其在社区儿童保育中心的学前经历质量的作用。这些结果证明，儿童保育质量至少在幼儿园阶段，在某些情况下甚至在二年级之前，对儿童的认知和社会情感发展模式有适度的长期影响。研究发现，儿童保育质量的两个方面对儿童发展有不同影响。观察到的课堂实践与儿童的语言和学业技能有关，而师生关系的亲密程度与认知和社交技能都有关，对后者的影响最强。对于某些结果，观察到了家庭特征的调节作用，表明儿童保育质量对来自风险更高背景的儿童有更强的积极影响。这些发现进一步证明了儿童保育环境质量对儿童认知和社交技能在小学阶段的长期影响，并且与考虑儿童所经历的多种环境背景的生物生态发展模型相一致。
