Home and preschool learning environments and their relations to the development of early numeracy skills
Home and preschool learning environments and their relations to the development of early numeracy skills
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DOI：
10.1016/j.ecresq.2011.08.003
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发表时间：
2012-06-01
影响因子：
3.7
通讯作者：
von Maurice, Jutta
中科院分区：
文献类型：
--
作者：
Anders, Yvonne;Rossbach, Hans-Guenther;von Maurice, Jutta
这项研究考察了德国家庭和学前学习环境的质量对早期计算技能发展的影响，选取了97所幼儿园的532名儿童作为样本。本研究采用潜在生长曲线模型对学龄前儿童一年级（平均年龄3岁）至三年级（平均年龄5岁）的早期算术能力及其发展进行了研究。几个儿童和家庭背景因素（如性别、母亲教育、社会经济地位）、家庭学习环境（如识字和算术相关活动）和学前结构和过程质量（如ECERS-E、ECERS-R）作为计算技能及其发展的预测因素进行了测试。通过三个测量点，特别是性别、父母的母语状况（德语/其他）、社会经济地位和母亲的教育水平，分析确定了儿童和家庭背景因素，这些因素预测了学龄前第一年的计算技能及其发展。家庭学习环境的质量与学前第一年的计算能力密切相关，并且这种优势在以后的年龄保持不变。相比之下，学龄前儿童的过程质量在第一次测量时与计算技能无关，但在观察期间与发展显著相关。结果强调了两种学习环境对数学技能发展的不同影响。对交互效应进行了探讨和讨论。(C) 2011爱思唯尔公司版权所有。
This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed. (C) 2011 Elsevier Inc. All rights reserved.