Does mixing age groups in early childhood education settings support children’s language development?
Does mixing age groups in early childhood education settings support children’s language development?
复制标题
幼儿教育环境中的混合年龄组是否有利于儿童的语言发展？
DOI：
10.1080/10888691.2017.1386100
复制
发表时间：
2019
影响因子：
3.8
通讯作者：
Anders Højen
中科院分区：
文献类型：
--
作者：
L. Justice;Jessica A. R. Logan;Kelly M. Purtell;Dorthe Bleses;Anders Højen
摘要随着幼儿教育项目在全球范围内的扩展，越来越需要了解这些项目的特点如何影响儿童的发展。地球仪。教室内儿童年龄的构成就是这样一个特点，尽管它比其他特点研究得少得多。理论和经验证据表明，儿童的发展可能会受到同学年龄范围的影响。本研究以丹麦2,743名年龄在2岁9个月和6岁11个月的幼儿为研究对象，考察了班级年龄差异与幼儿词汇发展的关系。研究结果表明，一个教室内的儿童年龄范围和儿童的词汇量的发展之间存在显着的非线性关系，这样的教室与最大的年龄范围为24个月的词汇量增长的最大收益。结果为侧重于扩大幼儿教育方案的政策努力提供了方向。
ABSTRACT As early childhood education programming expands across the globe, there is an increased need to understand how features of these programs influence children’s development. The composition of children’s age within a classroom is one such feature, although it is much less studied than other features. Theoretical and empirical evidence suggests that children’s development may be influenced by the age range of their classmates. This study examines the relations between classroom age variability on children’s vocabulary development for 2,743 children between the ages of two years, nine months, and six years, 11 months enrolled in early childhood education settings in Denmark. Findings indicate a significant nonlinear relationship between the range of child age within a classroom and children’s vocabulary development, such that classrooms with a maximum age range of 24 months were associated with the greatest gains in vocabulary growth. Results give direction to policy efforts focused on expansion of early childhood education programming.