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.
作者
周媛
吴航
Zhou Yuan;Wu Hang(Faculty of Education,Central China Normal University,Wuhan,Hubei,430079)
出处
《幼儿教育》
2024年第36期43-48,共6页
Early Childhood Education
关键词
家庭读写教育
幼儿前书写经验
潜在剖面分析
family literacy education
pre-writing experiences of children
latent profle analysis
