互动、游戏与儿童认知的关系.pdfVIP

Early Childhood Research Quarterly, 10, 381-404 (1995) Relations Among Child Care Quality, Teacher Behavior, Children’s Play Activities, Emotional Security, and Cognitive Activity in Child Care Carollee Howes Ellen W. Smith University of California, Los Angeles Eight hundred forty children (435 girls) enrolled in full-time, center-based child care participated in the study. Children ranged in age from 10 to 70 months. Sixty-six percent of the children were European American, the remainder African American. Children’s play activities and cognitive activ- ities as well as their relationships with caregivers were observed within the child care setting. The study tested the prediction that variation in children’s cognitive activities could be directly and indirectly explained by child care quality, positive social interaction with teachers, and children’s play activi- ties and attachment security with their child care teachers. The prediction was examined and at least partially supported in eight subsamples of infant- toddler and preschool age European American and African American chil- dren in subsidized and nonsubsidized child care. Specifically, in seven of the eight subsamples, 15 to 30% of the variability in children’s