不同社会经济地位家庭亲子共读特征及其教育启示

A Review on Characteristics of Shared Book Reading in Families with Different Social Economic Status and Its Educational Implications

家庭社会经济地位(SES)被大量已有研究证实对儿童认知能力与学业水平有重要影响,是儿童阅读成绩的强预测因子,低SES家庭儿童的语言和读写能力通常落后于中高SES家庭儿童。对比不同SES家庭背景下亲子共读的特征,可以发现高SES家庭的父母倾向于把阅读当成一项娱乐活动,而低SES父母则把阅读当成一种学习任务,因而给儿童带来不同的阅读体验;高SES家庭比低SES家庭的阅读资源更丰富,亲子共读活动也更频繁;在亲子共读过程中,高SES母亲热心鼓励孩子叙述故事,给孩子更多参与机会,而低SES母亲对孩子需求的敏感度较低,更关心孩子是否在认真听讲;高SES母亲使用非即时交流策略以及开放式提问策略,低SES母亲在阅读中的谈话和提问都较少。我国在制定相关阅读政策时应考虑如何通过提高亲子共读的质量来降低家庭社会经济地位较低儿童的发展风险,同时幼儿园、社会与科学研究者应向此类处境不利的儿童提供具有针对性的干预、帮助、支持和指导。

Socioeconomic status （SES） remains a topic of great interest to those who study children＇ s development. SES is a robust predictor of children＇s reading achievement, with higher SES associated with higher levels of reading skill. Numerous studies show that the children from low SES lag behind in language and literacy de and high SES families. shared-book reading （ reading purposes, famil velopment, as well as in academic performance, compared to children from middle The present review summarized the research evidence of mother and children SBR） through comparing the overall environment （parents＇ educational beliefs, y reading resources and frequency ） and the process of SBR （mother＇s reading behavior and children＇s participation, mother＇s reading style and children＇s response performance） in families with different SES. The practical implication and future research directions were discussed as well.