Internal and external influences on vocabulary development in preschool children
Internal and external influences on vocabulary development in preschool children
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DOI：
10.1080/09243453.2012.749791
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发表时间：
2013-06-01
影响因子：
3
通讯作者：
Rossbach, Hans-Guenther
中科院分区：
文献类型：
--
作者：
Ebert, Susanne;Lockl, Kathrin;Rossbach, Hans-Guenther
掌握社会通用语言的能力在教育领域出现的社会差距中起着重要作用。因此，本纵向研究旨在探讨学龄前儿童的词汇发展及其预测因素。我们关注内部变量(语音工作记忆)和外部变量(学龄前和家庭学习环境)是否会根据父母的母语而产生不同的影响。这项研究考虑了来自97所德国学前班的547名儿童。在3岁、4岁和5岁时对儿童的词汇进行了评估。潜在生长曲线模型显示，与单语儿童相比，非母语德语儿童在第一次评估时词汇量减少，进步较慢。语音工作记忆对所有儿童的初始词汇量都有很大的影响，而且对那些父母将德语作为额外语言的儿童的词汇量增长也有很大影响。学前教育和家庭学习环境的影响相对较小。
Competency in society's lingua franca plays a major role in the emergence of social disparities within education. Therefore, the present longitudinal study investigates vocabulary development and its predictors in preschool years. We focus on whether internal (phonological working memory) and external variables (preschool and home learning environment) have different impacts depending on parental native language. The study considers 547 children from 97 German preschools. Children's vocabulary was assessed at the ages of 3, 4, and 5 years. Latent growth curve models show that non-native German language children are characterized by reduced vocabulary at first assessment and lower progress compared to monolingual peers. Phonological working memory has a strong impact on all children's initial vocabulary but also on vocabulary growth in those whose parents speak German as an additional language. The effects of preschool and home learning environment are comparatively smaller.