基于潜在剖面分析的幼儿家庭读写教育类型与幼儿前书写经验的关系研究  

Research on the Relationship between the Types of Family Literacy Education and Pre-writing Experience in Preschool Children Based on Latent Profile Analysis

作　　者：周媛 吴航[1] Zhou Yuan;Wu Hang(Faculty of Education,Central China Normal University,Wuhan,Hubei,430079)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《幼儿教育》2024年第36期43-48,共6页Early Childhood Education

摘　　要：本研究以5459个家庭为研究对象,了解幼儿家庭读写教育以及幼儿前书写经验现状,并采用个体为中心的方法对家庭读写教育类型做潜在剖面分析。结果发现,存在“低资源-中行为组”“低资源-低行为组”和“高资源-高行为组”三种类型,“高资源-高行为组”家庭读写教育中的幼儿前书写经验优于“低资源-中行为组”和“低资源-低行为组”。研究者据此提出相关建议。This study surveyed 5459 families to understand the current status of early childhood literacy education and prewriting experiences,and employed an individual-centered approach to conduct latent profile analysis of family literacy education types.The results revealed three types of families,namely“low-resource,moderate-behavior group”,“low-resource,low-behavior group”,and“high-resource,high-behavior group”.The pre-writing experiences of children in the“high-resource,high-behavior group”were superior to those in the“low-resource,moderate-behavior group”and“low-resource,low-behavior group”Based on these findings,the researchers provided relevant suggestions.

关 键 词：家庭读写教育 幼儿前书写经验 潜在剖面分析 

分 类 号：G616[文化科学—学前教育学]