学前儿童入学准备研究综述
Review of Preschool Children’s School Readiness
摘要: 学前儿童入学准备同儿童进入小学之后的学习适应、社会适应和持续发展有关。现有的研究已经对概念界定、测量工具、影响因素等进行了大量的研究，但是理论主线不清晰、工具比较缺乏统一标准、不同层面的影响因素相互割裂等问题仍然存在。本文以生态系统理论为依托，把学前儿童入学准备放在儿童个体与家庭、幼儿园、小学以及社会文化环境不断互动的背景之下加以考察。本文在梳理入学准备的概念以及多维结构的基础上，从理论基础、测量维度、适用年龄、评价主体、信效度和文化适用性等几个方面对主要的测量工具进行比较，并且着重分析早期发展工具EDI和儿童入学准备综合测评工具SRTB-CV的应用价值和不足。文献梳理结果表明，儿童认知、语言、自我调节和社会情绪能力是入学准备的个体基础，家庭、幼儿园是直接作用于儿童的微观系统，家园合作、幼小衔接是中观系统，教育政策、社会文化、资源配置是宏观系统。各个系统之间存在着资源支持、行为引导以及环境适应这三种相互影响的关系。研究者还要加强本土化理论建构，完善多主体、多方法的测量体系，用纵向研究和干预研究检验不同的生态系统作用路径。
Abstract: Preschoolers’ school readiness affects how well they adapt to school life academically and socially in primary school. Many studies have already obtained some results on conceptual definitions, measurement tools and influencing factors. There are still some defects; namely, there is no all-encompassing theoretical system, no organised comparison of measurement tools, and scattered explanations for factors at all levels of the ecosystem. Based on the ecological systems theory, this review will study school readiness as the result of prolonged interactions among children, families, preschools, primary schools and the broader sociocultural environment. Based on the theoretical foundation, dimensions, age group, raters, reliability and validity, strengths and weaknesses, and cultural suitability, the main instruments are compared. It also presents the Early Development Instrument and the School Readiness Test Battery, Comprehensive Version as example cases. Cognitive, linguistic, self-regulatory and social-emotional abilities are considered the fundamental qualities of children ready for school. Families and kindergartens are the microsystem; the home-kindergarten and kindergarten-primary school relationships form the mesosystem; educational policy, culture and resource allocation constitute the macrosystem. There are three mutually influencing relationships among these systems: resource support, behavioral guidance, and environmental adaptation. Researchers also need to strengthen the construction of localized theories, improve the measurement system with multiple subjects and methods, and use longitudinal and intervention studies to test different ecosystem pathways.
文章引用：秦霞. 学前儿童入学准备研究综述[J]. 教育进展, 2026, 16(10): 309-317. https://doi.org/10.12677/ae.2026.16102113

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