公立学前班阶段家庭与学校在信念、支持和管控方面的差异及其与儿童入学准备的关联
Home-School Differences in Beliefs, Support, and Control during Public Pre-kindergarten and their Link to Children's Kindergarten Readiness.
作者信息
Barbarin Oscar A, Downer Jason, Odom Erica, Head Darlene
机构信息
Tulane University.
University of Virginia.
出版信息
Early Child Res Q. 2010;25(3):258-272. doi: 10.1016/j.ecresq.2010.02.003.
This study examines the prevalence of home-school match in child-rearing beliefs and socialization practices (control and support) and their relation to ethnicity and readiness skills of children (=310) making the transition from publicly sponsored pre-k to kindergarten. Home-school match was operationalized both as a continuous absolute measure and as categories of match or mismatch. Overall, home-school match was more prevalent than mismatch. However, the results corroborate previous ethnographic studies showing higher rates of home-school mismatch among African Americans and Latinos than Euro Americans. Controlling for race and socioeconomic status, parents' beliefs and practices predicted readiness but teachers' did not. Absolute indicators of home-school differences were not related to kindergarten readiness. Directional indicators revealed that children attained greater skills when parents and teachers matched on child-centered beliefs, low control, and high support. Contrary to the cultural match hypothesis, home-school mismatch was associated with better outcomes than match in the case of adult-centered beliefs, control, and low support.
本研究调查了在育儿观念和社会化实践（控制与支持）方面家庭与学校的匹配程度，以及这些匹配程度与310名从公立学前教育过渡到幼儿园的儿童的种族和准备技能之间的关系。家庭与学校的匹配既作为一种连续的绝对衡量标准，也作为匹配或不匹配的类别来进行操作化定义。总体而言，家庭与学校的匹配比不匹配更为普遍。然而，研究结果证实了先前的人种志研究，即非裔美国人和拉丁裔家庭与学校不匹配的比例高于欧裔美国人。在控制了种族和社会经济地位之后，父母的观念和实践能够预测儿童的准备技能，但教师的观念和实践则不能。家庭与学校差异的绝对指标与儿童进入幼儿园时的准备情况无关。方向性指标显示，当家长和教师在以儿童为中心的观念、低控制和高支持方面达成一致时，儿童能够获得更好的技能。与文化匹配假说相反，在以成人为主导的观念、控制和低支持方面，家庭与学校的不匹配比匹配能带来更好的结果。
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