社会经济地位对学前儿童社会交往行为影响研究

A Study on the Influence of Social Economic Status on Preschool Children's Social Interaction Behavior

本研究选取78名4岁儿童,通过儿童与新颖物体进行自由游戏作为测试情境,探讨社会经济地位是否会影响学前儿童社会交往能力的发展。结果表明,低社会经济地位儿童的自由游戏总时间、与主试的眼神接触得分以及与物体作用的潜伏期显著高于高社会经济地位儿童;低社会经济地位儿童产生新颖行为的总分以及在游戏过程中口语表达得分显著低于高社会经济地位儿童。社会经济地位影响学前儿童的社会交往表现,需要相应的早期教育干预改善低社会经济地位儿童的社会性发展。

In this study,784-year-old children were selected to test whether socioeconomic status(SES)would affect the development of preschool children's social interaction ability by playing free games with novel objects.The results showed that the total free game time,eye contact score and latency of object interaction of low-SES children were significantly higher than those of high-SES children;the total score of novel behaviors and oral expression score during games of low-SES children were significantly lower than those of high-SES children.Socioeconomic status affects preschool children's social interaction performance,and corresponding early education intervention is needed to improve the social development of children with low socioeconomic status.