混龄编班对幼儿社会性发展影响的追踪研究

Influence of mixed-age grouping on children's social development:A longitudinal study

目的了解混龄编班对3～5岁幼儿社会性发展的影响,为促进幼儿社会性发展提供依据。方法追踪北京师范大学实验幼儿园望京分园112名小班和中班幼儿(男61名,女51名),以0.5 a为时间点,采用教师评定的方式,测查混龄编班对幼儿社会性发展的影响。结果在自我认识和坚持性项目上,混龄班幼儿成绩显著好于同龄班(F(1,110)=5.51,F(1,111)=5.26,P值均<0.05);而在情绪和独立性项目成绩上差异无统计学意义。从整体上看,中班幼儿表现好于小班幼儿,幼儿在0.5 a的表现好于开始时。结论混龄编班在幼儿社会性发展中起到一定作用。

Objective To study the effect of mixed-age grouping on children’s social development,and to provide evidence for developing children’s social ability.Methods A total of 112 children（61 boys,51 girls） were recruited in the longitudinal study.All the participants were examined twice at half-a-year interval by their teachers.Results On the self-knowledge and perseverance tasks,children in mixed-age class performed better than those in same-age class.But there were no significant differences on the emotion and independence tasks.For the entire,children in middle group performed better than those in junior group.After half a year,children scored higher than at the beginning.Conclusion Mixed-age grouping to some extent is helpful for preschoolers’ social development.