| 孔露，冯江英.家庭文化资本对幼儿社会情感能力发展的影响研究：基于五省调查数据的实证分析[J].陕西学前师范学院学报,2023,39(9):76-85 |
| 家庭文化资本对幼儿社会情感能力发展的影响研究：基于五省调查数据的实证分析 |
| A Study on the Influence of Family Cultural Capital on the Development of Social-emotional Competence in Young Children：Empirical Analysis based on Survey Data from Five Provinces |
| 投稿时间：2023-05-31 修订日期：2023-06-17 |
| DOI：10. 11995/j. issn. 2095-770X. 2023. 09. 010 |
| 中文关键词: 家庭文化资本 社会情感能力 幼儿发展 |
| 英文关键词: family cultural capital social-emotional competence early childhood development |
| 基金项目:四川省高校人文社会科学重点研究基地·四川0-3岁儿童早期发展与教育研究中心课题（SCLS2022-04） |
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| 中文摘要: |
| 社会情感能力是幼儿未来生活和学习成功的重要因素。家庭是幼儿成长的第一课堂，在幼儿社会情感能力的发展中发挥着不可或缺的作用。笔者以四川、新疆、广西、云南、陕西4325位幼儿家长为研究对象，通过问卷调查了解家庭文化资本和幼儿社会情感能力发展现状，并探析家庭文化资本对幼儿社会情感能力的具体影响。结果显示：家庭文化资本与幼儿社会情感能力之间呈现显著正相关并可以正向预测幼儿社会情感能力；不同水平的家庭文化资本对幼儿社会情感能力及各维度具有显著影响。研究建议：家庭要树立科学的教育观念，不断提升家庭文化资本水平；幼儿园要深入推进家园合作，为幼儿社会情感能力发展提供教育支持；政府部门要建立补偿性教育机制，弥补处境不利儿童家庭文化资本的不足。 |
| 英文摘要: |
| Social-emotional competence is an important factor in the success of children’s future life and learning. Families are the first classroom for the growth of young children and play an indispensable role in the development of children’s social and emotional abilities. In this study, 4325 parents of young children in 5 provinces, namely Sichuan, Xinjiang, Guangxi, Yunnan and Shaanxi, were studied to investigate the development status of family cultural capital and children’s social-emotional competence through questionnaire surveys, so as to explore the specific impact of family cultural capital on children’s social-emotional competence. The results showed that there was a significant correlation between family cultural capital and children’s social-emotional competence and could positively predict the development level of children’s social-emotional competence; and different levels of family cultural capital had a significant impact on the dimensions and the whole of children’s social-emotional competence. According to these findings, families should recognize the impact of family cultural capital on the development of children’s social and emotional competence, and continuously improve the level of family cultural capital; kindergartens should promote the family-kindergarten cooperation to provide educational support for the development of children’s social and emotional competence; and government departments should establish compensatory education mechanisms to make up for the lack of cultural capital of disadvantaged children’s families. |
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