Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes
Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes
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农村寄宿幼儿园儿童的学习经历：课堂质量及其与发展成果的关联
DOI：
10.1080/10409289.2022.2139545
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发表时间：
2022
影响因子：
2.9
通讯作者：
Xiao Zhang
中科院分区：
文献类型：
--
作者：
Nan Xiao;Jing Chen;L. Justice;Xiao Zhang
研究发现：西南地区部分农村幼儿园为3 ~ 6岁幼儿提供寄宿制服务。了解这些寄宿生的学习经历及其与儿童发展结果的关系至关重要。本研究旨在(1)描述儿童在结构质量和过程质量方面的日常学习体验；(2)进一步了解课堂人际互动与其他过程质量指标之间的关系；(3)研究儿童课堂人际互动与社会能力和学习成果之间的关系。该研究包括来自4所农村寄宿幼儿园的32名儿童。除了对儿童一周内的日常经历进行系统的现场观察外，还进行了儿童评估和教师和监护人报告的问卷调查。结果显示，孩子们经常没有与他人互动。当观察到互动时，师生互动往往是低质量的，大多数同伴互动是以并行的形式发生的。此外，当老师在场时，或者在全班、结构化、室内或学术活动中，孩子们与同龄人的互动很少。教师对儿童的指导和同伴对话与儿童的社会能力呈负相关。单独活动负向预测表达性词汇。实践或政策：对农村幼儿园设计和改进的影响进行了讨论。
ABSTRACT Research Findings: Some rural preschools in southwestern China provide boarding services to children aged 3 to 6 years. It is critical to understand these young boarders’ learning experiences and their associations with children’s developmental outcomes. This study aimed to (1) describe children’s daily learning experiences regarding the structural and the process quality, (2) further understand the relations between classroom interpersonal interactions and other process quality indicators, and (3) examine how children’s classroom interpersonal interactions were associated with their social competence and learning outcomes. The study included 32 children from four rural boarding preschools. Alongside systematic live observations of children’s daily experiences over one week, child assessments and teacher- and caretaker-reported questionnaires were administered. Results showed that children frequently experienced no interaction with others. When interactions were observed, teacher-child interactions tended to be of low quality, and most peer interactions happened in a parallel format. Further, children interacted little with peers when a teacher was present or during whole-class, structured, indoor, or academic activities. Teacher directions to children and peer conversations showed negative associations with children’s social competence. Solitary activities negatively predicted expressive vocabulary. Practice or Policy: Implications for the design and enhancement of rural preschools are discussed.
影响因子：
24.8
作者：
Rubin KH;Coplan RJ;Bowker JC
通讯作者：
Bowker JC