教师分组策略对小学低年级课堂中儿童同伴社交体验的影响。
Influence of Teachers' Grouping Strategies on Children's Peer Social Experiences in Early Elementary Classrooms.
作者信息
Kim Saetbyul, Lin Tzu-Jung, Chen Jing, Logan Jessica, Purtell Kelly M, Justice Laura M
机构信息
Department of Educational Studies, The Ohio State University, Columbus, OH, United States.
Graduate School of Education, Shanghai Jiao Tong University, Shanghai, China.
出版信息
Front Psychol. 2020 Dec 17;11:587170. doi: 10.3389/fpsyg.2020.587170. eCollection 2020.
Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children's social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers' grouping strategies on changes in young children's social experiences with peers across an academic year. A total of 1,463 children (51% girls, = 6.79, = 1.22) and 79 teachers from kindergarten to third-grade classrooms participated in this study. Teachers rated children's behavioral problems as the most important consideration when creating seating charts or assigning children to small groups. Promoting existing or new friendships was rated as the least important consideration. Heterogeneous ability grouping, rated as somewhat important by the teachers, was associated with a decrease in children's friendships and yet also a decrease in girls' experience with peer conflicts. Our findings begin to fill in the gaps in the literature on the social impacts of ability grouping for young children.
大多数孩子每天在课堂上都会经历某种形式的分组。了解教师如何做出分组决策以及这些决策对孩子社交发展的影响，有助于揭示促进课堂积极社交动态的有效教师实践方法。本研究考察了教师分组策略对一学年中幼儿与同伴社交体验变化的影响。共有1463名儿童（51%为女孩，平均年龄 = 6.79岁，标准差 = 1.22岁）和79名来自幼儿园至三年级教室的教师参与了这项研究。教师将儿童的行为问题视为创建座位表或分配儿童到小组时最重要的考虑因素。促进现有或新的友谊被评为最不重要的考虑因素。教师认为有点重要的异质能力分组，与儿童友谊的减少有关，但同时也减少了女孩与同伴冲突的经历。我们的研究结果开始填补关于幼儿能力分组社会影响的文献空白。
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