Department of Sociology and Population ResearchCenter, University of Texas at Austin, 1 University Station A1700, Austin, TX 78712-1088, USA.
Child Dev. 2010 May-Jun;81(3):972-87. doi: 10.1111/j.1467-8624.2010.01446.x.
The transition into school occurs at the intersection of multiple environmental settings. This study applied growth curve modeling to a sample of 1,364 American children, followed from birth through age 6, who had been categorized by their exposure to cognitive stimulation at home and in preschool child care and 1st-grade classrooms. Of special interest was the unique and combined contribution to early learning of these 3 settings. Net of socioeconomic selection into different settings, children had higher math achievement when they were consistently stimulated in all 3, and they had higher reading achievement when consistently stimulated at home and in child care. The observed benefits of consistent environmental stimulation tended to be more pronounced for low-income children.
儿童从家庭过渡到学校是在多重环境的共同作用下发生的。本研究运用增长曲线模型，对 1364 名从出生到 6 岁的美国儿童进行了追踪研究，这些儿童在家庭、学前儿童保育中心和一年级教室中受到认知刺激的程度不同。特别感兴趣的是这三个环境对早期学习的独特和综合贡献。在控制了不同环境中社会经济地位的选择后，儿童在这三个环境中都受到持续刺激时，他们的数学成绩更高，而当他们在家中和儿童保育中心受到持续刺激时，他们的阅读成绩更高。持续的环境刺激对低收入儿童的益处更为显著。
