学前教育年限与母亲受教育水平对农村一年级小学生学校适应的影响

Impacts of Pre-school Education Length and Maternal Education Level upon the School Adjustment of Grade-1 Pupils in the Rural Area

研究采用同伴提名法、教师和家长报告法,对农村135名一年级小学生进行了为期一年的追踪调查,在此基础上,考察了学前教育年限、母亲受教育水平与学校适应之间的关系。结果表明:(1)学前教育年限越长,小学生越多地表现出积极社会行为,但这种优势仅体现在小学入学初期;(2)母亲受教育水平越低,小学生越多地表现出敏感退缩行为和受拒绝同伴关系;(3)对于母亲受教育水平较低的小学生,学前教育年限越长,其攻击冒犯行为越多;而对于母亲受教育水平较高的小学生,学前教育年限越长,其攻击冒犯行为越少。可见,母亲受教育水平与学前教育年限相互作用,共同影响儿童发展结果,且母亲受教育水平的影响作用更为明显。

The present research has probed into the relations between the pre-school education length, the maternal education level and the children＇ s school adjustment, using peer nomination, teachers＇ reports and parents＇ reports. 135 elementary school children from Grade 1 participated in the study, and they completed the questionnaires twice during one year. The findings reveal the following： （1） In the first semester, the students whose pre-school education length is longer show more positive social behaviors; （2） The students whose maternal education level is lower show more sensitive withdrawal behaviors and refused peer relationships; （3） If the maternal education level is lower and the pre-school education length is longer, these students show more attacking and offensive behaviors. If the maternal education level is higher and the pre-sehool education length is longer, these students show less attacking and offensive behaviors. The analysis shows that the maternal education level and the pre-school education length interact to jointly exert an impact on the children＇ s development in the future. And the maternal education level has a stronger impact. Therefore, attention should be paid to improving the quality of kindergarten education and its influence to family education.