家庭人口学特征对幼儿语言能力发展的影响——来自CFPS的经验证据

An Empirical Study on the Effects of Family Demographic Characteristics on the Language Development of Children:Based on CFPS Data

家庭人口学特征及其带来的认知环境刺激与教育期望差异对幼儿语言能力发展具有重要影响。采用队列研究方法,基于中国家庭追踪调查(CFPS)数据,运用Cox模型分析幼儿会话语言和学业语言发展与家庭人口学特征之间的关系。研究发现,中国幼儿语言能力的后天发展存在城乡二元分化效应、资源代际传递效应和性别偏好效应,提示因果关系。家庭经济社会地位、语言环境、幼儿性别和胞姐数量对幼儿学业语言能力的发展存在显著影响,高龄得子家庭和双女户、多女户家庭的幼儿学业语言能力发展存在显著性别差异,农村方言家庭幼儿和农村家庭女孩的会话语言能力发展相对滞后。中国幼儿语言能力发展,一方面是家庭所处的宏观教育环境和社会经济地位作用的结果,另一方面也是家庭内部教育资源稀释分配和行动选择的结果。建议破除制约城乡学前教育均衡发展的制度因素,加强家庭语言文化环境建设,优化农村家庭学前教育投资,构建性别平等的家庭育儿环境,缩小幼儿语言能力发展的城乡差距、户际差距和社会性别差距。

Family demographic characteristics and the differences in cognitive environment sti-mulation and educational expectations have an important impact on the development of children’s language ability.Based on China Family Panel Studies(CFPS) data, this study uses the Cox model to analyze the relationship between the development of children’s conversation language and academic language and family demographic characteristics.It is found that Chinese children’s language ability is affected by urban-rural dual structure effect, intergenerational transmission effect and gender preference effect.Cox regression model turned out that family socioeconomic status, family language environment, infant gender and number of elder sisters may have impact on the academic language development of Chinese children. And there are significant gender differences in the children’s academic language ability development between"elderly-born"families and multi-daughter families. The development of conversational language skills of children from rural dialect families and girls from rural families are relatively lagging behind. The acquired development of children’s language ability,on the one hand,is the result of macro educational environment and socio-economic status of different families and on the other hand,it is also the result of diluted distribution of educational resources and action choice within the family. It is suggested to promote the balanced development of urban and rural preschool education,strengthen the construction of family culture and language environment,optimize the rural family pre-school education investment and build a family environment of gender equality,to shorten the gap between urban and rural areas,households and gender differences.