学前教育经历对处境不利儿童长期发展的影响——基于CEPS数据的实证研究  

The Influence of Preschool Education Experience on the Long-term Development of Disadvantaged Children:An Empirical Study Based on CEPS Data

作　　者：王典 刘新学[1] 徐国庆 李克建[3] WANG Dian;LIU Xinxue;XU Guoqing;LI Kejian(School of Education Science,Nanjing Normal University of Special Education,Nanjing 210038 China;The Fourth Kindergarten of Jiangsu Military Region,Nanjing 210002 China;School of Child Development and Education,Zhejiang Normal University,Hangzhou 311231 China)

机构地区：[1]南京特殊教育师范学院教育科学学院,南京210038 [2]江苏省军区第四幼儿园,南京210002 [3]浙江师范大学儿童发展与教育学院,杭州311231

出　　处：《学前教育研究》2023年第7期25-40,共16页Studies in Early Childhood Education

基　　金：浙江省哲学社会科学规划年度课题“浙江省县域学前教育质量监测指标体系构建与运行机制研究”(编号:22NDJC060YB)。

摘　　要：学前教育作为个体接受教育的开端,对个体发展具有基础性和先导性的作用。本研究基于中国教育追踪调查(CEPS)基线数据,运用倾向得分匹配法探索了学前教育时长和起始年龄对处境不利儿童认知能力和人格特质长期发展的影响。结果发现,短期的学前教育经历对处境不利儿童的长期发展并无显著促进作用,只有完整的学前教育经历才能有效促进其认知能力的持续发展;长期的学前教育经历可能会削弱处境不利儿童情绪的稳定性;三岁以下提前接受学前教育未能使处境不利儿童在认知能力和人格特质的长远发展上获益更多,反而导致其情绪稳定性变差。为维护和促进处境不利儿童长期的身心健康与发展,缩小不同处境群体之间的发展差距,教育主管部门应在保障处境不利儿童学前教育机会的基础上,提升其接受的学前教育的质量,增强学前教育经历对认知能力和人格特质发展的积极作用,缓解长期学前教育经历对儿童情绪稳定性的消极影响;政府可以通过大力发展普惠性婴幼儿托育服务和制定并实施一系列家庭支持政策来缓解低社会经济地位家庭的养育压力和经济压力,避免处境不利儿童提前接受学前教育,降低其情绪问题的风险。Preschool education is essential for individual development.This study based on baseline data from the Chinese Education Panel Survey,uses propensity score matching to examine the effects of the duration and starting age of preschool educational experience on the long-term development of cognitive skills and personality traits in disadvantaged children.Results show that only a full preschool educational experience can effectively promote the long-term development of cognitive skills in disadvantaged children;a longer preschool education experience may reduce the emotional stability of such children;preschool education before the age of three does not benefit the long-term development of cognitive skills and personality traits such as extraversion,conscientiousness,agreeableness and openness in disadvantaged children,even may lead to increased anxiety,depression and emotional instability.In order to narrow the development gap among different social classes and promote social equity,education authorities should enhance the quality of preschool education received by disadvantaged children on the basis of guaranteeing their preschool education opportunities,so as to improve the positive effects of preschool education experience on cognitive skills and personality traits and to dissipate the negative effects of long-term preschool education experience on personality traits.The government can alleviate the parenting and financial pressure on families by vigorously developing inclusive infant and toddler care services,while formulating and implementing a series of family support policies to prevent disadvantaged children from receiving early preschool education before the age of three.

关 键 词：处境不利儿童 学前教育经历 认知发展 人格特质 

分 类 号：G619.2[文化科学—学前教育学]