家长参与和学前儿童发展关系的元分析  

A Meta-analysis of the Relationship between Parental Involvement and Preschool Children Development

作　　者：张晋[1] 刘云艳[1] 胡天强 Jin Zhang;Yunyan Liu;Tianqiang Hu(Faculty of Education, Southwest University, Chongqing 400715 China)

机构地区：[1]西南大学教育学部

出　　处：《学前教育研究》2019年第8期35-51,共17页Studies in Early Childhood Education

基　　金：中央电化教育馆教育信息技术研究2018年度重点立项课题“‘互联网+’家园共育模式的创新研究”（编号：181120020）;江苏省教育科学“十三五”规划2016年度重点课题“江苏省学前教育公共服务供给发展研究”（编号：B-a/2016/01/53）

摘　　要：家长参与是影响学前儿童发展的重要因素,不过已有家长参与和学前儿童发展关系的研究仍存在较大分歧。为明确家长参与和学前儿童发展之间的关系,探明分歧的原因,本研究通过文献检索与筛选获取了36篇相关文献,共计252个独立样本,被试总量为124200,进行元分析,结果表明家长参与和学前儿童总体发展及其子维度均呈中等强度正相关,这意味着家长参与度越高,越有助于学前儿童发展。参与类型和文化背景对家长参与和学前儿童总体发展的关系具有显著调节效应;参与者和文化背景对家长参与和学前儿童语言发展的关系具有显著调节效应;参与类型、参与者和文化背景对家长参与和学前儿童社会性发展的关系具有显著调节效应;参与类型、参与者、文化背景对家长参与和学前儿童数学发展及一般发展的关系不具有显著调节效应,测量工具对家长参与和学前儿童各子维度发展的关系不具有显著调节效应。未来相关研究应更为关注家长参与的深度和质量,而不仅仅是家长参与的广度和类型;相关实践应以法为先,支持和保障家长参与的量与质,提升教师家园共育能力,努力构建实践共同体,培育一体化的共育文化。Parental involvement is one of the core elements that affect the development of preschool children. There are still great differences in the findings on the relationship between parental involvement and preschool children development. In order to clarify the relationship and analyze the reasons for the differences, the meta-analysis is carried out. Through literature retrieval and screening, 36 literature works were obtained,which included a total of 252 independent samples and 124,200 participants. The research results show that parental involvement is moderately correlated with the overall development of preschool children and its sub-dimensions,indicating that the higher the parent involvement,the better the children develop. The type of involvement and cultural background have significant moderating effects on the relationship between parental involvement and the overall development of preschool children,while the participants and measuring tools have no significant moderating effects. The participants and cultural background have significant moderating effects on the relationship between parental involvement and the language development of preschool children,the type of involvement, participants and cultural background have significant moderating effects on the relationship between parental involvement and the social development of preschool children,while the type of involvement,participants and cultural background have no significant moderating effects on the mathematics and general development,the measuring tools have no significant moderating effect on the development of sub-dimensions. These results highlight the realistic requirements for changing the focus from the breadth and type of parental involvement to the depth and quality of parental involvement. Therefore,the kindergarten,college,community and the government should be coordinated to improve teachers’ ability of co-education and focus on the quality of co-education;construct community of practice and foster integrated culture;put the law fir

关 键 词：家长参与 儿童发展 参与质量 元分析 

分 类 号：G616[文化科学—学前教育学]