文章摘要
张诗雅,王 为,王海静,王志丹.社会经济地位对学前儿童社会交往行为影响研究[J].陕西学前师范学院学报,2020,36(7):24-28
社会经济地位对学前儿童社会交往行为影响研究
A Study on the Influence of Social Economic Status on Preschool Children's Social Interaction Behavior
投稿时间:2020-03-16  修订日期:2020-03-20
DOI:doi: 10. 11995/j. issn. 2095-770X. 2020. 07. 004
中文关键词: 关键词:社会经济地位;学前儿童;社会交往;探索行为
英文关键词: Key words: socioeconomic status; preschool children; social interaction; exploratory behavior
基金项目:徐州市社会科学研究课题(19XSZ-043);教育部人文社会科学青年项目(18YJC190024)
作者单位
张诗雅 江苏师范大学教育科学学院,江苏徐州 221116 
王 为  
王海静  
王志丹  
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中文摘要:
      摘 要:本研究选取78名4岁儿童,通过儿童与新颖物体进行自由游戏作为测试情境,探讨社会经济地位是否会影响学前儿童社会交往能力的发展。结果表明,低社会经济地位儿童的自由游戏总时间、与主试的眼神接触得分以及与物体作用的潜伏期显著高于高社会经济地位儿童;低社会经济地位儿童产生新颖行为的总分以及在游戏过程中口语表达得分显著低于高社会经济地位儿童。社会经济地位影响学前儿童的社会交往表现,需要相应的早期教育干预改善低社会经济地位儿童的社会性发展。
英文摘要:
      Abstract: In this study, 78 4-year-old children were selected to test whether socioeconomic status(SES) would affect the development of preschool children's social interaction ability by playing free games with novel objects. The results showed that the total free game time, eye contact score and latency of object interaction of low-SES children were significantly higher than those of high-SES children; the total score of novel behaviors and oral expression score during games of low-SES children were significantly lower than those of high-SES children. Socioeconomic status affects preschool children's social interaction performance, and corresponding early education intervention is needed to improve the social development of children with low socioeconomic status.
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