国际儿童早期学习与发展的现状及影响因素——基于IELS研究报告的解析

Current Situation and Influencing Factors of International Children’s Early Learning and Development——Analysis of Research Report Based on IELS

经济合作与发展组织于2020年3月发布了对英国、美国、爱沙尼亚3个国家近7000名5岁儿童在早期读写、早期算术、自我调节、社会情感四大关键领域能力上的测评报告,结果显示这3个国家儿童的早期学习与发展状况存在显著差异,爱沙尼亚儿童在认知、自我调节和社会情感方面表现出了较为平衡的发展,美国儿童在早期读写、早期算术、工作记忆、思维灵活性方面的发展均显著低于英国、爱沙尼亚儿童;儿童早期发展的四大关键领域能力之间呈显著正相关,其中早期读写能力与早期算术能力的相关程度最高;女孩在早期读写和社会情感能力上的得分显著高于男孩;家庭社会经济地位对儿童早期关键领域能力发展有显著影响,不过影响程度因国家而异,爱沙尼亚儿童的家庭社会经济地位与其早期读写和算术能力的相关系数最小;参加过早期教育和保育服务的儿童比从未参加过的同龄人拥有更高的早期读写和算术能力。总体而言,爱沙尼亚增加早期教育投入所产生的效益最高,其次是英国,美国教育支出成效不佳。为促进我国儿童早期更好发展,我国政府应借鉴爱沙尼亚与英国的经验,在普惠性学前教育资源扩充、师资力量提升、弱势群体扶助上加大投入力度。

OECD selected nearly 70005-year-old children from America,England and Estonia as research objects to explore the development status and influencing factors of children’s emergent literacy,emergent numeracy,self-regulation and social-emotional skills.The results show that there are differences in the early learning and development of 5-year-old children in these countries.Abilities of the four key areas in early childhood are significantly positively correlated.Girls have higher scores on emergent literacy and social-emotional skills than boys.Family socio-economic status has a significant impact on the ability development,but the degree of impact varies from country to country.Children who have participated in early education and care services have higher emergent literacy and numeracy than their peers who have never participated.The study reveals that the benefits of increasing investment in early education are different in these countries.We should learn from the experiences of Estonia and England and increase investment in the expansion of inclusive early education resources,the improvement of teachers’quality and the assistance of disadvantaged children.