Bierman Karen L, Torres Marcela M, Domitrovich Celene E, Welsh Janet A, Gest Scott D
The Pennsylvania State University.
Soc Dev. 2009 May;18(2):305-323. doi: 10.1111/j.1467-9507.2008.00490.x. Epub 2008 Jun 28.
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted for unique variance in cognitive readiness. Aggressive behavior, in contrast, was not correlated with academic knowledge, and was associated with low levels of executive function skills. In multiple regressions, aggressive behavior paradoxically enhanced the prediction of child cognitive readiness. Profile analyses strengthened the conclusion that the promotion of competencies associated with classroom participation and prosocial behavior may be particularly critical to cognitive readiness in pre-kindergarten. Implications are discussed for developmental models of school readiness and preschool classroom practice.
本研究以356名就读于“提前开端计划”的4岁儿童为多样样本，考察了幼儿园前一年开始时，入学准备的行为方面，包括课堂参与、亲社会行为和攻击控制，与儿童认知准备（学术知识、执行功能技能）直接评估之间的相关程度。课堂参与和亲社会行为各自在认知准备方面解释了独特的方差。相比之下，攻击性行为与学术知识无关，且与低水平的执行功能技能相关。在多元回归中，攻击性行为反常地增强了对儿童认知准备的预测。剖面分析强化了这一结论，即促进与课堂参与和亲社会行为相关的能力，可能对幼儿园前的认知准备尤为关键。文中讨论了对入学准备发展模型和学前课堂实践的启示。
