Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?
Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?
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家庭环境、双语学龄前儿童接受母语的结果以及社交情感和行为技能：一石二鸟？
作者：
He Sun
本研究旨在阐明双语儿童的母语接触和家庭阅读活动、儿童的母语接受能力及其社会情感和行为技能（SEBS）之间的关系。对 202 名正在学习英语和普通话的新加坡学龄前儿童（4-5 岁）的数据进行了分析。通过家长问卷和标准普通话测试（即接受性词汇、接受性语法）来评估儿童在家中的普通话语言读写环境以及他们的普通话接受性语言技能。采用优势与困难问卷（SDQ）（家长版）评估儿童SEBS。控制一系列可能影响 SEBS 和 MTL 熟练程度的变量（例如性别和 SES），并使用 SEM 进行数据分析。结果表明，普通话语言和识字环境因素都与儿童的普通话接受语言结果相关，而只有识字环境因素与儿童的难度水平和亲社会技能相关。这表明，父母对双语儿童母语读写能力的良好支持不仅是为了他们的早期语言发展，而且还因为这对他们的社交情感健康有潜在的好处。
The current study seeks to illustrate the relationships between child bilinguals’ mother tongue language (MTL) exposure and reading activities at home, children’s receptive MTL proficiency, and their socio-emotional and behavioral skills (SEBS). Data from 202 Singapore preschoolers (4–5 years old) who are learning English and Mandarin were analyzed. A parental questionnaire and standard Mandarin tests (i.e., receptive vocabulary, receptive grammar) were used to assess children’s Mandarin language-literacy environment at home, as well as their receptive language skills in Mandarin. Children’s SEBS were evaluated with the strengths and difficulties questionnaire (SDQ) (parental version). A series of variables which might influence SEBS and MTL proficiency (e.g., gender and SES) were controlled and SEMs were used to conduct data analysis. Results demonstrated that both Mandarin language and literacy environmental factors are related to children’s receptive language outcomes in Mandarin, while only literacy environmental factors associate with children’s difficulty level, and prosocial skills. This suggests that good parental support in bilingual children’s MTL literacy should be promoted not only for the sake of their early language development but also because of the potential benefits to their social emotional wellbeing.
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影响因子：
3
作者：
Ebert, Susanne;Lockl, Kathrin;Rossbach, Hans-Guenther
通讯作者：
Rossbach, Hans-Guenther
年轻双重语言学习者的语言和识字发展：批判性评论。
影响因子：
3.7
作者：
Hammer, Carol Scheffner;Hoff, Erika;Uchikoshi, Yuuko;Gillanders, Cristina;Castro, Dina C.;Sandilos, Lia E.
通讯作者：
Sandilos, Lia E.
影响因子：
1.1
作者：
Chondrogianni, Vasiliki;Marinis, Theodoros
通讯作者：
Marinis, Theodoros
适应性功能的代际传递：SES 和人类发展的互动模型的检验。
影响因子：
4.6
作者：
Schofield,ThomasJ;Martin,MonicaJ;Conger,KatherineJ;Neppl,TriciaM;Donnellan,MBrent;Conger,RandD
通讯作者：
Conger,RandD