父母参与的现状及其对幼儿社会能力的预测  

A Longitudinal Study of Parent Involvement and Preschool Children's Social Competence

作　　者：李晓巍[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《学前教育研究》2015年第6期40-47,共8页Studies in Early Childhood Education

基　　金：中央高校基本科研业务费专项资金(编号:SKZZY2013011);教育部人文社会科学重点研究基地重大项目(编号:14JJD19003);奕阳教育研究院青年学者学术研究小额资助项目(编号:SEI-QXZ-2014-010)

摘　　要：以297名3-6岁幼儿为被试，考察幼儿父母参与的现状，同时对其中110名幼儿进行为期6个月的追踪，探索父母参与对幼儿社会能力的预测作用。结果表明家长报告和教师报告的父母参与均表现为在父母一教师关系、父母参与家庭教育等维度得分较高，而在父母一教师联系、父母参与学校教育等维度得分较低，即幼儿父母更多参与家庭教育，而较少参与学校教育；家长和教师报告的父母参与家庭教育显著正向预测幼儿当时的社会能力，教师报告的父母参与学校教育显著负向预测幼儿当时的社会能力；教师感知到的父母参与家庭教育显著正向预测幼儿6个月之后的社会能力，家长报告的父母参与家庭教育显著正向预测6个月之后的幼儿同伴积极提名，教师报告的父母参与学校教育显著负向预测6个月之后的幼儿同伴积极提名。This study discussed the characteristics of preschool children＇s parent involvement and its effects on children＇s social competence in China using a longitudinal method over the course of 6 months. The results showed that parents scored higher in the dimensions of parent and teacher relationship quality and parent involvement at home, but scored lower in the dimensions of parent-teacher contact and the parent＇s involvement at their child＇s school. Regression analysis showed that parent involvement at home positively predicted children＇s social competence, while teacher＇s report of parent＇s involvement at school negatively predicted children＇s social competence. Teacher＇s perceptions and parent＇s report of parent involvement at home positively predicted children＇ s peer positive nomination after 6 months, while teacher＇ s report of parent＇ s involvement at school negatively predicted children＇s peer positive nomination after 6 months.

关 键 词：父母参与 社会能力 同伴交往 

分 类 号：G78[文化科学—教育学] G610