小班幼儿学习品质的纵向追踪及父母反思功能的预测

Longitudinal Tracking of Approaches to Learning in First-Year Preschoolers and Prediction of Parental Reflective Function

摘要: 学习品质是影响幼儿终身学习与全面发展的重要因素。初入园小班幼儿的学习品质状况如何？在园一年后又有怎样的动态变化特征？父母反思功能能预测其纵向变化吗？对此，本研究采用基于活动过程观察法追踪考察了41名小班幼儿至中班；并采用《家长反思功能量表》调查了82位家长。研究发现：(1) 调查中的初入园小班幼儿学习品质整体良好；但学习品质各要素发展存在不均衡，即独立性、好奇心与兴趣、坚持与专注性表现较好，想象与创造力表现较为薄弱。(2) 从小班到中班，幼儿的学习品质整体表现出显著性提升，但各维度的纵向变化有差异(如想象与创造力纵向变化不显著，其他维度纵向变化均显著)。(3) 父母反思功能一定程度上显著预测幼儿学习品质发展。

Abstract: Approaches to Learning (ATLs) is an important factor affecting preschoolers’ lifelong learning and all-round development. What is the status of ATLs among newly enrolled class preschoolers? What are the characteristics of their dynamic changes after one year in kindergarten? Can parental reflective function predict their longitudinal changes? In response, this study used an activity process-based observation method to track and observe 41 first-year preschoolers until they advanced to the middle class, and surveyed 82 parents using the Parent Reflective Function Scale. The findings are as follows: (1) The ATLs of newly enrolled preschoolers in the survey was generally good; however, the development of various elements of ATLs was unbalanced: independence, curiosity and interest, persistence and concentration performed well, while imagination and creativity were relatively weak. (2) From the first year to the second year, preschoolers’ ATLs showed an overall significant improvement, but there were differences in longitudinal changes across dimensions (e.g., the longitudinal change in imagination and creativity was not significant, while the longitudinal changes in other dimensions were all significant). (3) To a certain extent, parental reflective function significantly predicts the development of preschoolers’ Approaches to Learning.