上海市学前流动儿童和本地儿童学习品质与入学认知准备关系研究

The Relationship of Preschool Children's Approaches to Learning andCognitive School Readiness Between Migrant Children and Local Children in Shanghai

本研究从上海市P区9所幼儿园随机选取283名学前流动儿童和130名学前本地儿童,通过量表测查学前流动儿童和本地儿童学习品质与入学认知准备的关系。研究显示,在学习品质方面,学前流动儿童学习品质发展无显著性别和年龄差异,但得分低于学前本地儿童;在入学认知准备方面,学前流动儿童入学认知准备得分存在显著年龄差异,但无显著性别和户籍差异。进一步的相关分析显示,学前流动儿童和本地儿童的学习品质与入学认知准备各维度均存在显著正相关。研究者据此提出相关建议。

Randomly selected 130 local children and 283 migrant children from 9 kindergartens in P District of Shanghai asresearch subjects and by using assesment scale,this study explores the relationship of preschool children's approaches to learningand cognitive school readiness between migrant children and local children.The results show that in terms of approaches tolearning.there was no gender and age difference in migrant preschoolers but score is lower than local children;in terms ofcognitive school readiness,there was a significant age difference in migrant preschoolers,but no significant differences in genderand household registration.Further correlation analysis show that there was a significantly positive correlation between approachesto learning and cognitive school readines of both migrant and local preschoolers.On this basis,some suggestions are put forward.