Northwestern University.
Montana State University.
Child Dev. 2018 Mar;89(2):556-576. doi: 10.1111/cdev.12832. Epub 2017 Jun 19.
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool classrooms in one medium-sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self-regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self-regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found.
本研究考察了在控制观察到的学前课堂质量和儿童基线技能后，儿童与教师、同伴和与学业准备相关的任务的个体参与情况，是否与儿童的学业准备相关。该样本包括来自美国一个中等城市的 49 个学前教室里的 211 名主要来自低收入家庭、具有不同种族/民族背景的 4 岁儿童。结果表明，儿童与教师的积极互动（a）与读写技能的提高有关；（b）与同伴的积极互动与语言和自我调节技能的提高有关；（c）与任务的积极互动与与教师的关系更密切有关。儿童的消极互动与较低的语言、读写和自我调节技能，以及与教师更多的冲突和亲密关系有关。效应大小为小到中等，并且一些预期的积极参与与学业准备之间的关系并未发现。
