湖南3-4岁留守幼儿认知发展与社会化比较研究.pdfVIP

摘 要 随着我国经济的发展，留守儿童群体逐渐扩大，同时其暴露出的问题也引起 了国家和社会各界的关注。目前研究与焦点大都集中在问题较显著的学龄阶段， 对学前阶段留守幼儿的研究尚未得到足够的重视。 本文通过城镇、农村非留守与农村留守三类幼儿认知与社会化发展的比较， 了解农村留守幼儿认知与社会化发展的现状与差距。本研究显示，与城镇幼儿与 非留守幼儿相比，留守幼儿的认知发展与社会化均表现得最差，城镇幼儿表现得 最好。在认知方面，城镇幼儿得分均显著高于非留守与留守幼儿，非留守幼儿得 分高于留守幼儿，但差异不显著。在社会化方面，留守幼儿的低分显著低于非留 守与城镇幼儿，非留守幼儿的得分低于城镇幼儿，但差异不显著。可见，留守幼 儿认知方面的差距主要来自于农村贫乏的教育资源与落后的文化环境，而社会性 方面的差异主要来自于所处的留守状态。 因此，认知方面在关注留守幼儿的同时，应该尽快缩小城乡教育资源的差距， 让农村幼儿有机会获得优质的学前教育机会；提高看护者的教育意识，指导其教 育行为。在社会化方面，农村可以采用社区互助模式保障留守幼儿的安全，同时 也为带养着提供可以获得支持的集体。看护者要给予留守幼儿更多的情感支持与 关注，特别是当幼儿入学等关键时刻更应适当给予交往技巧上的指导。 关键词：留守幼儿、认知发展、社会性发展 III ABSTRACT ABSTRACT AABBSSTTRRAACCTT As Chinas economic development, the population of left behind children is gradually expanding, and the problem brought by left behind of those children also arouse the concern of the State and the community. Most of the current study focused on school age children which have more significant problem, while children left behind on the pre-study agehas notbeen givenenough attention. In this paper, author has done comparison study of cognitive and social development between three groups of young children from urban, rural non-left behind and left behind to understand the situation of the left behind children and the gap on cognitive and social development. This study showed that, compared to urban and non left behind children, the left behind children have performed the worst on cognitive and social development. In recognition comparison, urban children give the best performance with significant higher scores, non left behind children scores are also higher than left behind children, but the difference is not significant. In socialization developing, the left behind groups score is significantly lower than children of non-Left and urban children,