混乱经历与低收入儿童的社会情感发展
Chaotic Experiences and Low-Income Children's Social-Emotional Development.
作者信息
Bobbitt Kaeley C, Gershoff Elizabeth T
机构信息
University of Texas at Austin, 2315 Red River St., P.O. Box Y, Austin, TX 78712, USA.
出版信息
Child Youth Serv Rev. 2016 Nov;70:19-29. doi: 10.1016/j.childyouth.2016.09.006. Epub 2016 Sep 7.
Development in early childhood is increasingly likely to take place in multiple contexts. Continuity and discontinuity in children's experiences across multiple contexts have important implications for their development. This study examines the extent to which children experience chaos in their homes and in their preschool settings is linked with their social-emotional development over the course of the preschool year. Data from a large, representative sample of low-income preschool children attending Head Start was used to test a series of multi-level models. Children whose experiences of their homes were highly chaotic, regardless of the how chaotic their experiences of their classroom were, decreased in their social-emotional skills over the preschool year. Chaotic experiences in the home environment thus appear to have more influence on children's development than do chaotic preschool experiences.
幼儿的成长越来越有可能在多种环境中发生。儿童在多种环境中的经历的连续性和不连续性对其发展具有重要意义。本研究考察了儿童在家庭和学前教育环境中经历混乱的程度与他们在学前一年中的社会情感发展之间的联系。来自参加“领先计划”的低收入学前儿童的大量代表性样本的数据被用来测试一系列多层次模型。那些在家中经历高度混乱的儿童，无论其在课堂上的经历有多混乱，在学前一年中其社会情感技能都会下降。因此，家庭环境中的混乱经历似乎比学前教育环境中的混乱经历对儿童发展的影响更大。
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