Pathway to Emergent Literacy

这项研究有三大目标。 首先，这项工作将研究从学前班到早期学校的过渡期间认知，语言和识字技能的增长的性质和来源。 利用生态学的观点，研究将具体调查儿童的互动作用（例如，智商、社交技能）、家庭（例如，父母的温暖/敏感性，家庭学习环境），和学校教育（例如，字母识别的教学量）是影响从三岁到幼儿园结束的学业轨迹的因素。 第二，该项目将探索构建和绘制扫盲发展路径的效用，采用多种分析工具，包括多元回归和结构方程模型。 这些方法的结合将允许创建框架，用于描述儿童、家庭和学校因素之间复杂的、动态的相互作用，这些因素塑造了过渡到学校的幼儿的识字能力。 第三，本研究将运用路径分析框架与分析策略，探讨国小早期阅读成败的来源。 概念化将联合收割机结合儿童，家庭和学校的因素，成为一个广泛的，全面的早期阅读习得模式。 200名3岁的儿童（自然减员后）谁参加以中心为基础的日托或学前教育，其父母打算招收他们在当地小学将参加这项为期三年的纵向研究。 儿童的认知，语言和识字成果将评估与个别管理的标准化工具和非标准化措施。 此外，还将收集有关儿童气质和社交技能的信息。 最后，父母和学校教育因素将使用问卷调查和直接观察进行评估。 将实施纵向设计，跟踪儿童从3岁到5岁的3年。这项研究可能会作出实质性的理论，方法和分析的贡献。特别是，采用SEM的路径策略允许一个严格而广泛的视角，能够描述复杂的，动态的变量之间的相互作用塑造早期发展轨迹。 此外，这项研究也可能对教育政策产生重要影响。 这些发现可能会证实幼儿期的中心地位，因为它是重要的识字、语言和认知技能方面有意义的个体差异的一个来源。 因此，研究结果可能会突出父母在塑造儿童早期教育轨迹方面的关键作用。 此外，在儿童与学习有关的社会技能和学术发展之间找到重要联系意味着，在为儿童做好最大限度的入学准备时，儿童发展独立性、责任感和自我调节的社会化应与促进早期识字技能齐头并进。 最后，预计不同类型的幼儿园教学（例如，教师指导与儿童指导）可能对不同技能水平的儿童有不同的好处。 综上所述，研究结果应该是感兴趣的学龄前儿童的父母以及学前教育工作者，幼儿园教师和学校工作人员关心的问题，学校的准备，学校的过渡，早期学业失败的风险因素。

This research has three broad aims. First, the work will examine the nature and sources of growth in cognitive, language, and literacy skills during the transition from preschool to the early school years. Utilizing an ecological perspective, the research will investigate specifically the interactive role of child (e.g., IQ, social skills), family (e.g., parental warmth/sensitivity, home learning environment), and schooling (e.g., amount of instruction in alphabet recognition) factors in shaping academic trajectories from three years of age to the end of kindergarten. Second, the project will explore the utility of constructing and charting developmental pathways to literacy, employing a combination of analytic tools, including multiple regression and Structural Equation Modeling (SEM). The combination of methods will permit creation of frameworks for describing complex, dynamic interactions among child, family, and schooling factors that shape literacy acquisition in young children making the transition to school. Third, the "pathway" framework and analytic strategy will be utilized to investigate the sources of reading success or failure in early elementary school. The conceptualization will combine the child, family, and schooling factors into a broad, comprehensive model of early reading acquisition. Two hundred 3-year-old children (following attrition) who attend center-based daycare or preschool and whose parents intend to enroll them in a local elementary school will participate in this three-year longitudinal study. Children's cognitive, language, and literacy outcomes will be assessed with individually administered standardized instruments and non-standardized measures. Additionally, information will be gathered on children's temperament and social skills. Finally, parenting and schooling factors will be assessed using questionnaires and direct observation. A longitudinal design will be implemented, following children for three years from age three through age five. This research is likely to make substantial theoretical, methodological, and analytic contributions. In particular, the pathway strategy employing SEM permits a rigorous yet broad perspective capable of describing the complex, dynamic interactions among variables shaping early developmental trajectories. In addition, the research may well have important implications for educational policy. The findings will likely confirm the centrality of the early childhood years as one source of meaningful individual differences in important literacy, language, and cognitive skills. Consequently, the results are likely to highlight the crucial role of parents in shaping children's early educational trajectories. Moreover, finding important connections between children's learning-related social skills and academic growth implies that in preparing children to be maximally ready for school, socialization of children's developing independence, responsibility, and self-regulation should go hand in hand with the promotion of early literacy skills. Finally, it is anticipated that different kinds of kindergarten instruction (e.g., teacher-directed versus child-directed) are likely to differentially benefit children with different skill levels. Taken together, the findings should be of interest to parents of preschool children as well as to preschool educators, kindergarten teachers, and school personnel concerned with issues of school readiness, school transition, and risk factors of early school failure.