Mashburn Andrew J, Justice Laura M, Downer Jason T, Pianta Robert C
University of Virginia, Center for Advanced Study of Teaching and Learning, 350 Old Ivy Way Suite 100, Charlottesville, VA 22903, USA.
Child Dev. 2009 May-Jun;80(3):686-702. doi: 10.1111/j.1467-8624.2009.01291.x.
This study examined associations between peers' expressive language abilities and children's development of receptive and expressive language among 1,812 four-year olds enrolled in 453 classrooms in 11 states that provide large-scale public pre-kindergarten (pre-k) programs. Higher peer expressive language abilities were positively associated with children's development of receptive and expressive language during pre-k. The positive association between peers' expressive language abilities and children's receptive language development was stronger for children who began pre-k with higher receptive language skills and within classrooms characterized by better classroom management. Implications of these findings for understanding ecological inputs to children's language development and for designing effective pre-k programs are discussed.
本研究调查了11个州453间教室中1812名4岁儿童的同伴表达性语言能力与儿童接受性和表达性语言发展之间的关联，这些州提供大规模的公立学前班（学前班）项目。同伴较高的表达性语言能力与儿童在学前班期间接受性和表达性语言的发展呈正相关。对于入学前具备较高接受性语言技能的儿童以及在课堂管理较好的班级中，同伴表达性语言能力与儿童接受性语言发展之间的正相关更强。讨论了这些发现对于理解儿童语言发展的生态输入以及设计有效的学前班项目的意义。
