对早期教育环境不良儿童的学前干预及追踪研究  

Preschool Intervention for Children brought up in an Inadequate Early Educational Environment:A Longitudinal Study in Primary Education

作　　者：王书荃[1] 

机构地区：[1]中央教育科学研究所,北京100088

出　　处：《中国特殊教育》2007年第5期74-79,共6页Chinese Journal of Special Education

摘　　要：对早期教育环境不良儿童进行学前干预,并对他们进入小学后进行追踪观察。结果表明,《儿童早期发展手册》的应用对早期教育环境不良儿童的干预效果是肯定的。学前干预不但提高了儿童认知水平,还使儿童在上小学前作好接受小学教育的心理准备,降低了留级和辍学率。Aim： We intervened with children who were brought up in an inadequate early educational environment. We then followed them up in their primary education. The results showed that： The effect of the use of the ＂Handbook of Early Child＇s Development＂ on children brought up in inadequate early educational environment was positive. Preschool intervention facilitated children＇s cognitive ability, prepared their psychological states for subsequent primary education, and minimised class detainment and drop - outs.

关 键 词：早期教育环境不良 认知 辍学 

分 类 号：G610[文化科学—学前教育学]