儿童接受学前教育的起始年龄与其青少年时期发展的关系——基于马氏距离匹配法与夏普里值分解法的分析  

The Effects of the Age Beginning to Accept Preschool Education on Children’s Future Development in Adolescence

作　　者：陈纯槿 CHEN Chunjin(Faculty of Education,East China Normal University,Shanghai 200062 China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《学前教育研究》2022年第7期66-78,共13页Studies in Early Childhood Education

基　　金：国家社科基金“十四五”规划2021年度教育学一般课题“公共教育投资缓解乡村相对贫困的内在机理与作用路径研究”(批准号:BFA210070)。

摘　　要：随着3岁以下婴幼儿托育服务的发展,很多家长希望孩子更早接受学前教育,以获得“时间的礼物”。为验证家长的这一想法,本研究基于国际社会情感能力研究项目(SSES)2018年中国苏州测试数据,从受益归宿视角分析儿童接受学前教育的起始年龄对其青少年时期学业素养和社会情感能力的长期影响。在利用马氏距离匹配法克服了选择性偏差之后,本研究发现,相较于4岁及以上开始接受学前教育,3岁及以下进入学前教育使青少年时期的阅读和数学素养显著更高,不过3岁与3岁以下相比没有显著差异;儿童接受学前教育的起始年龄对其青少年时期社会情感能力的影响甚微;更早接受学前教育未能使家庭处境不利儿童在长期的学业素养和社会情感能力上获益更多。本研究运用夏普里值分解法进一步发现,家庭社会经济地位对学业素养和社会情感能力差距的长期影响远甚于接受学前教育的起始年龄差异的影响。接受学前教育的起始年龄对青少年时期学业素养和社会情感能力差异的相对贡献率介于3.41%~5.38%之间,家庭社会经济地位对青少年时期学业素养差距的相对贡献率则介于27.27%~30.68%之间,对社会情感能力差距的相对贡献率更是高达76.75%。可见,导致青少年学业素养与社会情感能力差距的主要根源绝非接受学前教育年龄的初始差异,家庭社会经济地位的持续性影响更为显著。家长应消除对“越早开始越好”的执着和焦虑,应更加重视为儿童提供具有个体发展适宜性的学前教育。对处境不利儿童而言,提供高质量的学前教育机会比考虑其接受学前教育的起始年龄更重要,同时应尽力改善其家庭社会经济状况,提高其父母的教育期望与情感投入。A widely debated topic in the field of early education and care is whether beginning such education and care at an earlier age is equivalent to higher long-term benefits.Using the data from the Study on Social and Emotional Skills(SSES)in Suzhou,China,this article aimed to examine the longterm effects of early education and care under 3 years old on academic literacy and social and emotional skills from a perspective of benefit destination.After controlling for omitted variables and selection bias using Mahalanobis distance matching,it’s found that when children began to accept early education and care had very little effect on their academic literacy and social and emotional skills when they were ten years old and fifteen years old.The result was the same to children from disadvantaged families.Compared to the age beginning to accept early education and care,the impact of family socio-economic background on children’s long-term development was greater and stronger.Parents should abandon the idea that earlier is better and let children have developmentally appropriate education.The government should focus on children from disadvantaged families and guarantee them to accept high-quality early education and care as well as try to improve their families’socio-economic status.

关 键 词：接受学前教育的起始年龄 学业素养 社会情感能力 家庭社会经济地位 

分 类 号：G610[文化科学—学前教育学]