在园流动儿童入学准备研究

On School Readiness of Floating Children in Kindergarten

使用布瑞肯基本概念量表中的入学准备部分（SRC），对江苏省某市三区4所示范幼儿园41个班级的180名儿童进行测查发现：在园流动儿童的入学准备水平随年龄增长稳步提高，但各领域发展不均衡；男女差异不明显；小班和中班流动儿童的入学准备水平显著落后于本地儿童，但到大班时流动儿童与本地儿童的入学准备水平已无显著差异．表明长时间的系统的学前机构教育能有效促进流动儿童入学准备水平的提高。为此，研究者建议未来应建立适应人口流动的接纳性教育体制．进一步提升学前教育机构的保教质量．转变教养者的教育观念和行为，将正规与非正规学前教育相结合，以促进流动儿童做好入学准备。

Using SRC （School Readiness Composite） of BBCS-R, the authors investigate 180 preschool children from 4 model kindergartens in one city of Jiangsu province. Findings are as follows： （1） the school readiness of floating children is steadily improved with their age increasing, but the levels of different areas are uneven; （2） the school readiness is of no significant difference in terms of gender; （3） there are significant differences in the low and middle classes between floating and local children, but no difference in the high class, which indicates that long and systematic preschool education can effectively increase floating children＇s school readiness. Based on the analysis, it is suggested： in the future a more accepting educational system should be set up to take floating children; the quality of preschool educational institutions should be further improved; parents and teachers should change the traditional concepts and behavior; and regular preschool educational institutions should be integrated with those non-regular ones to improve floating children＇s school readiness.