父母陪伴阅读对幼儿早期阅读能力的影响  

Analysis of the effect of parental accompanying reading on early literacy ability of kindergarten children

作　　者：姚慧临 李洁 周丽 王楠楠 王瑞平[4,5] 

机构地区：[1]上海市松江华亭幼儿园,201620 [2]上海松江绿洲艺术幼儿园 [3]上海松江维罗纳幼儿园 [4]上海市松江区疾病预防控制中心 [5]复旦大学公共卫生学院

出　　处：《中国学校卫生》2017年第4期519-522,共4页Chinese Journal of School Health

基　　金：复旦大学教育部公共卫生安全重点实验室基金项目(GW2015-1)

摘　　要：目的分析父母陪伴阅读与幼儿早期阅读能力之间的关系,为幼儿早期阅读能力的培养提供借鉴。方法采用随机整群抽样法,在上海市松江区选择4所幼儿园,共12个班,纳入所有幼儿及父母作为调查对象,共纳入389个家庭。使用《中国3~6岁儿童发展量表》《西瓜和蚂蚁》绘本及自行设计的问卷调查儿童早期阅读能力和父母陪伴阅读情况。结果 389名幼儿的平均年龄为(4.73±1.12)岁。《中国3~6岁儿童发展量表》语言能力测试幼儿的语言能力平均得分为(16.89±1.71)分,《西瓜和蚂蚁》绘本测评幼儿的阅读理解能力平均得分为(12.32±2.46)分,幼儿早期阅读能力的综合评分为(29.33±3.24)分。女孩的阅读能力好于男孩,幼儿年龄越大阅读能力越好(t=-11.41,F=18.93,P值均<0.05)。75.59%的家庭父母参与幼儿陪伴阅读。父母参与陪伴阅读、家庭设置阅读环境是影响幼儿早期阅读能力综合评分的因素。父母陪伴阅读得分与《中国儿童发展量表》评分、绘本阅读评分及幼儿早期阅读能力综合得分均呈正相关(r值分别为0.62,0.74,0.43,P值均<0.05)。结论父母参陪伴阅读对幼儿早期阅读能力的培养起正向影响作用。Objective To analyze the relationship between parental accompanying reading and early literacy ability cultiva- tion among kindergarten children, and to provide basis for the future cultivation of children＇s literature reading ability. Methods Multi-stage sampling was used to select 1 class of each grade from 4 kindergartens in Songjiang district of Shanghai, amounting to 12 classes, and all qualified kindergarten children and their parents in these 12 classes from 389 families were interviewed by question- naires. Results The mean age of 389 kindergarten children＇ was（4.73±1.12） years old. Literacy capacity test of ＂Chinese Children Development Scale for 3-6 Years＂ （CCDS） demonstrated that the mean score of kindergarten children＇s literacy capacity was 16.89 ± 1.71, and the reading comprehension test of ＂Watermelon and Ants＂ picture book （WA） indicated that the mean score of kinder- garten children＇s reading comprehension was（12.32±2.46）, girls had better literacy ability in comparison with boys, and the reading comprehension ability and literacy ability increased with the age（ t = - 11.41, F= 18.93, P〈0.05）. About 75.59% of investigated parents engaged in their children＇s reading. Parents＂ participation in children＇s reading, creating special reading environment were factors that influenced children＇s pre-school literacy ability, the score of parental accompanying reading was positively correlated with the comprehensive score of children＇s pre-school literacy ability （ r = 0. 62, 0.74, 0.43, P〈 0.05） （ r = 0.43, P〈 0.05）, CCDS score （r= 0.62, P〈0.05） and WA score（r= 0.43, P〈0.05）. Conclusion Parental accompanying reading was positively correlated with children＇s pre-school literacy ability.

关 键 词：法定监护人 阅读 精神卫生 儿童 

分 类 号：G623.23[文化科学—教育学] R395.6[哲学宗教—心理学]