中国城郊儿童早期语言发展的性别差距

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-10-09 DOI:10.1016/j.ecresq.2024.09.008

Yue Ma , Xiyuan Jia , Lucy Pappas , Yian Guo , Tianli Feng , Jieyuan Feng , Scott Rozelle

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引用次数: 0

摘要

在中国农村地区，女孩的学习成绩优于男孩，这表明在早期语言发展方面存在着类似的性别差异。此外，最近的研究显示，城市周边社区儿童的语言成绩比农村社区儿童差。本研究探讨了性别对中国城郊低社会经济地位社区儿童早期语言发展的影响。研究收集了生活在中国城市周边地区的 81 名 18-24 个月大的儿童（男童占 56.79%）的数据（Mage = 21.16），使用了两种由看护人报告的儿童语言发展和能力测试，以及用于测量家庭语言环境的语言环境分析技术。结果表明，在城市周边社区，女孩一般比男孩接触更多的成人与儿童的对话，发声次数也更多。本文讨论了这些研究结果对性别差距和儿童发展的影响。

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The gender gap in early language development among children from peri-urban China

In rural China, there exists a gender gap in academic achievement where girls outperform boys, suggesting similar differences in early language development. Moreover, recent research has revealed that children in peri-urban communities have worse language outcomes than children in rural communities. This study examines the impact of gender on early language development in low-SES, peri-urban Chinese communities. Data from 81 children (56.79% boys) aged 18-24 months (M_age = 21.16) living in peri-urban China were collected using two caregiver-reported tests for child language development and ability, and language environment analysis technology for measuring the home language environment. Results show that in peri-urban communities, girls were generally exposed to more adult-child conversations and showed higher counts of vocalizations than did boys; girls scored higher on language development measures than did boys. The implications of these findings on the gender gap and child development are discussed.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.