儿童特征和母亲受教育程度对儿童参与水平的影响

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children Pub Date : 2020-01-01 DOI:10.1097/IYC.0000000000000154

C. P. Morales-Murillo, Pau García-Grau, M. D. Grau-Sevilla, Beatriz Soucase-Lozano

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引用次数: 2

摘要

这项研究考察了母亲的教育水平、孩子的情感困难、同伴互动、年龄和性别对孩子参与的复杂程度的影响。86名年龄在36至72个月之间的儿童和20名来自西班牙瓦伦西亚5个幼儿教育中心的教师参与了这项研究。老师们报告了孩子们参与的复杂程度、与同龄人的互动以及情感上的困难。母亲们的受教育程度最高。结果表明，年龄、情绪困难、同伴互动和母亲的受教育程度对参与的复杂程度有直接影响。情绪困难在母亲受教育程度与儿童敬业程度的关系中起中介作用，同伴互动在儿童敬业程度与年龄的关系中起中介作用。我们和其他研究的结果表明，促进儿童与同伴和情感安全环境的互动是支持儿童在早期儿童教育常规中更高层次参与的最佳实践。

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Impact of Child Characteristics and Mother's Educational Level on Child Engagement Levels

This study looked at the effect of mother's educational level, child emotional difficulties, peer interactions, age, and gender on children's sophistication level of engagement. Eighty-six randomly selected children, aged between 36 and 72 months, and 20 teachers from 5 early childhood education centers in Valencia, Spain, participated in the study. Teachers reported on children's sophistication levels of engagement, interaction with peers, and emotional difficulties. Mothers reported on their highest educational level. The results indicated a direct effect of age, emotional difficulties, peer interactions, and mother's educational level on sophistication level of engagement. Emotional difficulties mediated the relation between mother's educational level and children's sophistication level of engagement, and peer interactions mediated the relation between sophistication level of engagement and age. Our results and those of other studies suggest promoting children's interactions with peers and emotionally secure environments as best practices for supporting children's higher sophistication levels of engagement in early childhood education routines.

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来源期刊

Infants & Young Children Multiple-

CiteScore

1.90

自引率

9.10%

发文量

期刊介绍： Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.