目的 探讨父母亲受教育程度、家庭阅读环境、儿童词汇水平之间的关系,为家庭做好入园语言准备和促进教育起点公平提供理论依据。方法 2021年11月—2022年1月从3所城市幼儿园和1所农村幼儿园随机抽取84名3~4岁儿童,采用皮博迪图片词汇测验(PPVT-R)和表达性词汇测验(EVT)调查儿童词汇水平,使用自编问卷调查家庭阅读环境状况,对所得数据进行单因素方差分析、相关分析和中介效应分析。结果 1)父母受教育程度不同,其家庭阅读环境和儿童词汇水平差异有统计学意义(P<0.05)。2)父母受教育程度与家庭阅读环境、儿童词汇水平两两之间具有显著正相关(P<0.05),其中母亲受教育程度与后两者的相关性更强(r=0.663,P<0.001)。3)家庭阅读环境在父亲受教育程度与儿童词汇水平之间具有部分中介作用,中介效应占总效应的41.59%(χ2/df=1.181,RMSEA=0.047,GFI=0.971,AGFI=0.898,TLI=0.985,CFI=0.994);家庭阅读环境在母亲受教育程度与儿童词汇水平之间具有部分中介作用(χ2/df=1.252,RMSEA=0.055,GFI=0.963,AGFI=0.886,TLI=0.982,CFI=0.992),中介效应占总效应的19.51%。结论 家庭阅读环境在父母受教育程度儿童词汇水平之间具有部分中介作用,且中介效应值存在差异。应重视儿童早期词汇发展,优化家庭阅读环境质量;提高父亲参与度,低受教育程度父亲可通过改善家庭阅读环境以促进儿童词汇发展;鼓励低受教育程度母亲在做好家庭阅读环境创设的同时,也应提高自身语言质量。
Abstract
Objective To explore the relationship among parental education, home literacy environment and children's vocabulary ability, so as to provide theoretical basis for making language readiness for kindergarten and promoting the fairness of education starting point. Methods A total of 84 children aged 3 to 4 years were randomly selected from 3 urban kindergartens and 1 rural kindergarten from November 2021 to January 2022. Participants' vocabulary ability was assessed by Peabody Picture Vocabulary Test-R (PPVT-R) and Expressive Vocabulary Test (EVT), and their parents were surveyed through a self-designed Home Literacy Environment Questionnaire. Data were analyzed by one-way ANOVA, correlation analysis and mediation effect analysis. Results 1) There were significant differences in home literacy environment and children's vocabulary ability between parents with different education levels (P<0.05). 2) Parental education was found to be positively correlated with home literacy environment and children's vocabulary ability(P<0.05), and the correlation coefficient between maternal education and the latter two was higher than that of paternal education (r=0.663,P<0.001). 3) Home literacy environment partially mediated the relationship between paternal education and children's vocabulary ability, and the model fit well (χ2/df=1.181, RMSEA=0.047, GFI=0.971, AGFI=0.898, TLI=0.985, CFI=0.994), with the mediating effect of 41.59%. Home literacy environment partially mediated the relationship between maternal education and children's vocabulary ability, and the model fit well (χ2/df=1.252, RMSEA=0.055, GFI=0.963, AGFI=0.886, TLI=0.982, CFI=0.992), with the mediating effect of 19.51%. Conclusions Home literacy environment mediates partially the effect of paternal and maternal education on children's vocabulary ability, but the mediating effect is different. Thus, parents should attach great importance to early vocabulary development, upgrade the quality of family reading environment.It is suggested that father should take more participation in family activities. For fathers with low education level, children's vocabulary development can be promoted by improving home literacy environment. Mothers with low education level are encouraged to improve their own language quality in addition to creating good home literacy environment.
关键词
儿童词汇水平 /
父母受教育程度 /
家庭阅读环境 /
中介作用
Key words
vocabulary ability /
parental education /
home literacy environment /
mediating role /
children
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基金
江苏省高校哲学社会科学课题一般项目(2020SJA1948);盐城幼儿师范高等专科学校校级课题(ycyz-2020-yb-16);江苏省高校“青蓝工程”(2021);江苏省高职院校青年教师企业实践培训项目(2022QYSJ076)
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