Pathways to early literacy: the complex interplay of child, family, and sociocultural factors.
Pathways to early literacy: the complex interplay of child, family, and sociocultural factors.
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早期识字之路：儿童、家庭和社会文化因素的复杂相互作用。
DOI：
10.1016/s0065-2407(03)31010-9
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发表时间：
2003
影响因子：
--
通讯作者：
Morrison,FrederickJ
中科院分区：
文献类型：
--
作者：
McClelland,MeganM;Kessenich,Maureen;Morrison,FrederickJ
发展科学中的现代概念表明，我们对儿童早期成长和学习的理解将通过从动态、多层次和互动的框架中观察发展来增强（Cairns, Elder, &:. Costello, 1996; Gottlieb, Wahlsten, &:. Lickliter, 1998; Thelen &:. Smith, 1998）。因此，研究已经开始从主要关注微观分析、基于实验室的方法转向纳入更具应用性和动态的生态发展模型。这种范式转变部分源于人们对塑造儿童发展的许多影响层面之间存在的复杂关系的日益认识。随着从多层次、交互式框架看待发展的需求不断增长，研究人员一直在寻找将这种观点变为现实的方法。这导致了方法论和分析技术的进步，使研究人员能够研究影响儿童发展的不同因素之间的复杂关系。在本章中，我们使用生态系统和动态系统视角作为框架来描述儿童早期识字发展的本质和来源。我们讨论影响儿童识字习得的重要儿童、家庭、社会文化和学校教育因素
Modem conceptualizations in developmental science suggest that our understanding of children's early growth and learning will be enhanced by viewing development from a dynamic, multilevel, and interactive framework (Cairns, Elder, &:. Costello, 1996; Gottlieb, Wahlsten, &:. Lickliter, 1998; Thelen &:. Smith, 1998). As a consequence, research has begun to move away from a focus on primarily microanalytic, laboratorybased methodologies to incorporate a more applied and dynamic ecological model of development.This paradigm shift has stemmed, in part, from a growing appreciation of the complex relations that exist between many levels of influence that shape children's development. As the need to see development from a multilevel, interactive framework has grown, researchers have sought ways to bring this perspective to life. This has led to advances in methodologies and analytic techniques, which have allowed researchers to examine complex relations among different factors affecting children's development. In the present chapter we use the ecological and dynamic system perspectives as a framework for describing the nature and sources of children's early literacy development. We discuss important child, family, sociocultural, and schooling factors influencing children's literacy acquisition