The nature and impact of changes in home learning environment on development of language and academic skills in preschool children.
The nature and impact of changes in home learning environment on development of language and academic skills in preschool children.
复制标题
家庭学习环境变化对学龄前儿童语言和学术技能发展的性质和影响。
DOI：
10.1037/a0020065
复制
发表时间：
2010
影响因子：
4
通讯作者：
Morrison,FrederickJ
中科院分区：
文献类型：
--
作者：
Son,Seung-Hee;Morrison,FrederickJ
在本研究中，我们考察了儿童入学前早期家庭学习环境的变化，以及这些变化是否预测了儿童语言和学术技能的发展。国家儿童健康和人类发展研究所早期儿童保育和青少年发展研究的全国样本（N= 1,018）的研究结果显示，从儿童年龄的36个月到54个月，家庭学习环境总体有所改善，30.6%的学龄前儿童父母在家庭环境方面表现出显著改善（即变化大于1个标准差），只有0.6%的父母表现出下降。更重要的是，变化的程度对孩子们的语言有独特的影响，但对他们的学术技能没有影响。受教育程度高、工作时间长、抑郁症状少的母亲更容易观察到家庭的变化。（PsycINFO数据库记录(c) 2019 APA，版权所有）
In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N= 1,018) revealed an overall improvement in the home learning environment from 36 to 54 months of children's age, with 30.6% of parents of preschoolers displaying significant improvement in the home environment (ie, changes greater than 1 SD) and with only 0.6% showing a decrease. More important, the degree of change uniquely contributed to the children's language but not to their academic skills. Home changes were more likely to be observed from mothers with more education and work hours and with fewer symptoms of depression.(PsycINFO Database Record (c) 2019 APA, all rights reserved)