不同社会经济地位家庭儿童的入学语言准备状况比较  

Language for School Readiness of Children from Different SES Family

作　　者：陈敏倩[1] 冯晓霞[1] 肖树娟[1] 苍翠[1] 

机构地区：[1]北京师范大学教育学院,北京100875

出　　处：《学前教育研究》2009年第4期3-8,18,共7页Studies in Early Childhood Education

基　　金：北京市“十一五”教育科学规划重点课题“北京农村学前一年义务教育可行性研究”(课题批准号:ACA06055)的阶段性成果。课题主持人冯晓霞,课题组主要成员包括肖树娟、苍翠、陈敏倩、王宝华、张启芬、成丽媛、李海霞、李莉、严冷

摘　　要：本研究以150名来自不同社会经济地位家庭的一年级新生为对象,探讨家庭社会经济地位与儿童入学语言准备的关系。研究发现,家庭的社会经济地位与儿童的语言能力存在密切相关,不同家庭的儿童在听、说、读、写四方面均存在显著差异,社会经济地位较高家庭的儿童在语言准备上具有明显的优势。政府应制定和实施针对弱势家庭儿童的补偿性学前教育政策。Through testing language development of 150 children of grade 1 of primary schools and investigating their family background, researchers found that there is close relationship between SES and children＇s language ability. The differences among children＇s language development from different SES family are obvious. The children from high SES family do better on listening, speaking, reading and writing than those from low SES family. The government should give a kind of compensatory early Childhood education to children from low SES family.

关 键 词：社会经济地位(SES) 家庭 入学准备 教育公平 

分 类 号：G613.2[文化科学—学前教育学]