High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning
High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning
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高质量学前教育：学前班教室的社会经济构成与儿童学习
DOI：
10.1080/10409289.2012.757519
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发表时间：
2013
影响因子：
2.9
通讯作者：
Douglas D. Ready
中科院分区：
文献类型：
--
作者：
Jeanne L. Reid;Douglas D. Ready
研究发现：随着政策制定者扩大学龄前教育，学龄前课堂的社会人口构成将变得越来越重要。这些努力可能会创建一些项目，提高低收入家庭儿童的集中度，或者促进创建社会经济多元化的学龄前课堂。目前尚不清楚这种情景的创造会对非常年幼的儿童产生什么影响。本研究以704个幼儿园班级2966名幼儿为研究对象，采用多层次的研究方法，探讨了社会经济类班级构成与幼儿社会性发展和认知发展的关系。结果表明，班级的平均社会经济地位(SES)与儿童的接受性语言、表达性语言和数学学习呈正相关，而与儿童自身的社会人口学背景和课堂特征无关。然而，分析表明，社会能力的发展与班级平均社会地位之间没有关联。实践或政策：课堂SES与语言和数学发展之间的联系在规模上与与教学质量相关的联系，甚至与儿童自己的SES之间的联系相当。无论是幼儿园教室的结构特征还是教学特征都无法解释这些关系，这表明可能存在直接的同伴效应。研究结果表明，儿童教室的组成应被视为学前质量的一个重要方面。
Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality.
学龄前儿童的学业准备：师生关系发挥什么作用？
影响因子：
3.7
作者：
Palermo,Francisco;Hanish,LauraD;Martin,CarolLynn;Fabes,RichardA;Reiser,Mark
通讯作者：
Reiser,Mark
影响因子：
3.7
作者：
Dowsett, Chantelle J.;Huston, Aletha C.;Gennetian, Lisa
通讯作者：
Gennetian, Lisa
影响因子：
4.6
作者：
Yeung, WJ;Linver, MR;Brooks-Gunn, J
通讯作者：
Brooks-Gunn, J