小班幼儿入园适应与学习品质的个体差异研究

Study on the Individual Differences in Kindergarten Transition Adaptation and Approaches to Learning of First-Year Kindergarteners

摘要: 入园适应是幼儿人生首个重要挑战；良好的习惯品质促进其入园适应。因此探索幼儿入园之初的适应性及其学习品质个体差异表现是支持其日后学习的重要基础。对此，研究采用教师评定量表，对江苏省S幼儿园117名小班幼儿展开测评。结果显示：小班幼儿适应性和学习品质总体发展良好。其中情绪与行为适应水平略高于认知适应水平。二者发展均存在明显的个体差异。学习品质的个体差异大于适应性。不同性别、不同年龄幼儿在二者发展上差异不显著。生活自理能力、语言能力、学习习惯对幼儿适应性与学习品质存在显著影响；同时二者之间存在显著双向正相关。研究结果对幼儿教师与家长掌握幼儿入园适应与学习品质的个体差异状况继而提供针对性个性化支持具重要现实意义。

Abstract: Adjustment to kindergarten enrollment is the first important challenge in young children’s lives, and good habits and qualities promote this adjustment. Therefore, exploring young children’s adaptability at the initial stage of kindergarten enrollment and the individual differences in their approaches to learning serves as a crucial foundation for supporting their future learning. For this purpose, this study used a teacher-rating scale to assess 117 first-year kindergarten children from Kindergarten S in Jiangsu Province. The results showed that: the overall development of these children’s adaptability and approaches to learning was good, among which the level of emotional and behavioral adaptability was slightly higher than that of cognitive adaptability; there were obvious individual differences in the development of both, and the individual differences in approaches to learning were greater than those in adaptability; there were no significant differences in the development of both between children of different genders and ages; self-care ability, language ability and learning habits had significant impacts on children’s adaptability and approaches to learning, and there was a significant two-way positive correlation between adaptability and approaches to learning. The research results have important practical significance for kindergarten teachers and parents to understand the individual differences in young children’s kindergarten enrollment adaptability and approaches to learning, and then provide targeted and personalized support.