学前儿童学习品质发展及其对早期语言和数学能力的预测作用

The Development of Approaches to Learning and the Prediction for Early Achievement in Language and Mathematics

本研究以五省市41所幼儿园1 767名学前儿童为研究对象,使用《亚太学前儿童发展量表》考察儿童学习品质的发展及与早期语言和数学能力的关系。研究发现,在所探讨的自我控制能力、坚持性及好奇心和兴趣三大学习品质发展维度上,小班儿童在三大维度中自控能力较弱,中大班儿童则好奇心和兴趣水平较低;儿童学习品质各维度随年龄而呈现显著发展,男女童在学习品质整体发展上无显著差异,经济较不发达的西部以及农村儿童在学习品质各维度表现均比东部和城市儿童差;在控制以上各变量后,总体上,儿童学习品质对早期语言和数学能力具有显著预测作用,其中,自我控制能力对两项学业能力的预测作用均最强。研究由此证明,学前儿童学习品质对早期学业发展具有重要的促进作用,需要在儿童学前期加强重视与培养。

By drawing on data from the validation study of the East Asia-Pacific Early Child Development Scales（ EAP-ECDS）, this study examines the development of approaches to learning（ ATL） and the relationship with early achievement in language and mathematics in preschool children. A total of 1, 767 K1 to K3 children from 41 preschools in four provinces and one municipality of China were administered the EAP-ECDS in individual sessions. Findings show that among the three dimensions of ATL including self-control, persistence, and curiosity and interest,K1 children have low level of performance in self-control while K2 and K3 children show poor performance in curiosity and interest. Children＇s ATL develops with age and generally, there is no gender difference in overall ATL. Children from economically disadvantaged areas in Western China and rural areas have poorer performance in all the three dimensions of ATL than those from East China and cities. After controlling all the above-mentioned variables, almost all the three dimensions of ATL significantly predict early achievement in early language and mathematics. Selfcontrol is the best predictor for achievement in both early language and mathematics. Findings show that ATL facilitates the development of early achievement and should be fostered in early years.