Early Childhood Research Quarterly最新文献_第10页

Corrigendum to “Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during COVID-19” [Early Childhood Research Quarterly Volume 62, 1st Quarter 2023, Pages 335-346] “研究COVID-19期间歧视、物质资源获取和黑人儿童行为功能之间的关系”的勘误表[早期儿童研究季刊，第62卷，2023年第一季度，第335-346页]

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-02-18 DOI: 10.1016/j.ecresq.2025.02.005

Nneka Ibekwe-Okafor , Jacqueline Sims , Sihong Liu , Stephanie M. Curenton , Iheoma Iruka , Kerry-Ann Escayg , Beverly Bruno , Philip Fisher

引用次数: 0

Teacher-child relationship quality and kindergarten outcomes: The moderating role of classroom activity settings 师生关系质量与幼儿园成果：课堂活动设置的调节作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-04-29 DOI: 10.1016/j.ecresq.2025.03.004

Elia G. Ramirez, Jessica E. Whittaker, Jamie DeCoster, Robert C. Pianta, Virginia E. Vitiello

Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (n = 2439) and their teachers (n = 452) in a large and diverse school district in the United States. Using regression models that accounted for the dependence of students in classrooms, we examined the following three research questions: 1) To what extent is quality of children's relationships with their teacher at the beginning of kindergarten associated with growth in children's outcomes (academic, social-emotional, behavioral) over the kindergarten year? 2) To what extent is time spent in different classroom activity settings (i.e., small group, whole group, individual) associated with growth in outcomes? 3) Does time spent in different classroom activity settings moderate the association between teacher-child relationship quality and growth in children's outcomes? We found significant associations between teacher-child relationship quality and kindergarten outcomes as well as between small group setting and mathematics outcomes. We also found that group setting moderated associations between teacher-child relationship quality and some kindergarten outcomes. The findings illustrate the centrality of teacher-child relationship quality in supporting children's outcomes in the early years. Findings also suggest that although there may not be many direct associations between time spent in different settings and outcomes, to fully understand how teacher-child relationships are associated with children's outcomes, it may be important to consider the activity settings in which children spend their time.

本研究以人类发展的生物生态学模型和依恋理论为基础，探讨幼儿在幼儿园课堂活动环境中的时间比例是否调节了师生关系质量与幼儿幼儿园学业和社会情感结果之间的关系。参与者包括美国一个大而多样化的学区的幼儿园学生（n = 2439）和他们的老师（n = 452）。使用回归模型来解释学生在课堂上的依赖性，我们检查了以下三个研究问题：1)在幼儿园开始时，儿童与老师的关系质量与儿童在幼儿园一年中成果（学业，社会情感，行为）的增长有多大关系？2)在不同的课堂活动环境中花费的时间（即小组，整个小组，个人）与结果的增长有多大关系？3)在不同的课堂活动环境中花费的时间是否调节了师生关系质量与儿童成长结果之间的关系？我们发现师生关系质量与幼儿园成绩以及小团体设置与数学成绩之间存在显著关联。我们还发现，群体设置调节了师生关系质量与某些幼儿园成果之间的关联。研究结果说明了师生关系质量在支持儿童早期发展结果中的中心地位。研究结果还表明，虽然在不同环境中花费的时间和结果之间可能没有很多直接联系，但要充分了解师生关系如何与儿童的结果相关联，考虑儿童花费时间的活动环境可能很重要。

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引用次数: 0

A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children 对幼儿教师和儿童的辅导效果和辅导过程对学习成果的贡献的荟萃分析

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-03-03 DOI: 10.1016/j.ecresq.2025.02.014

Rachel E. Schachter , Lisa L. Knoche , Junrong Lu , Molly J. Goldberg , Paige D. Wernick , Shayne B. Piasta , Hope Sparks Lancaster

Coaching in early childhood (EC) settings (birth-8 yrs) is a commonly used tool for supporting EC teachers. Yet, research regarding the effectiveness of coaching is mixed, and the “active ingredients” or coaching processes associated with change are understudied. In this study, we examined the effects of coaching on EC teachers’ practice, knowledge, and beliefs and child outcomes and the contributions of specific coaching processes, with respect to both overall and unique effects. We meta-analyzed data from 124 studies with 1042 effect sizes. Results indicated overall positive effects of coaching (i.e., compared to no or little professional learning) on teachers’ practice, knowledge, and beliefs as well as child outcomes. When considering unique effects (i.e., coaching compared to the same professional learning without coaching), there were no effects on practice but positive effects on child outcomes. Findings for coaching processes were limited, with the coaching process of modeling consistently increasing the effects of coaching for teacher practice and co-teaching decreasing the effects for teacher knowledge and practice. No coaching processes moderated effects on child outcomes. This study is an important step in understanding potential mechanisms within coaching that contribute to change in various teacher and child outcomes.

幼儿（EC）环境（出生-8岁）的辅导是支持EC教师的常用工具。然而，关于教练有效性的研究参差不齐，与变化相关的“有效成分”或教练过程尚未得到充分研究。在本研究中，我们考察了指导对英语教师的实践、知识、信念和儿童结果的影响，以及具体指导过程的贡献，包括总体影响和独特影响。我们荟萃分析了124项研究的1042个效应量的数据。结果表明，总体上，教练（即，与没有或很少的专业学习相比）对教师的实践、知识和信念以及儿童的结果都有积极的影响。当考虑到独特的影响时(即，与没有指导的相同专业学习相比，辅导对实践没有影响，但对儿童的结果有积极影响。关于指导过程的研究结果有限，建模的指导过程不断增加指导对教师实践的影响，而共同教学则降低了对教师知识和实践的影响。没有指导过程调节对儿童结果的影响。这项研究是理解教练中有助于改变各种教师和儿童结果的潜在机制的重要一步。

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引用次数: 0

Development of reading attitudes in preschool children: Trajectories, antecedents and consequences 学龄前儿童阅读态度的发展：轨迹、前因和后果

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-04-04 DOI: 10.1016/j.ecresq.2025.03.005

Shuting Huo , Xiujie Yang , Nan Xiao , Xiao Zhang

The cultivation of positive attitudes toward reading is an important goal in early childhood education. This study examined the developmental trajectories of reading attitude in institutional contexts (IRA) and global reading attitude (GRA), their antecedents, and their associations with later literacy outcomes including word reading and vocabulary. One hundred and ninety-seven children (mean age = 52.72 at the first wave of data collection) were assessed individually for four times on their reading attitudes at 6-month intervals across their last two years in preschool. Information on home literacy environments was obtained from both parents, and data was also obtained on children's performance on several cognitive-linguistic tasks. Children's word reading and receptive vocabulary were assessed at the beginning and at the end of the study. The results showed that, on average, children's IRA did not change across the two-year follow-up, whereas their GRA declined in a linear fashion. Paternal home literacy environment variables played unique roles in predicting the initial level and growth rate of IRA and the growth rate of GRA. In terms of developmental outcomes, the initial levels of IRA and GRA predicted children's receptive vocabulary at the end of preschool after baseline performance, background variables and cognitive-linguistic skills were controlled for. Chinese word reading was predicted by IRA but not GRA; however, this prediction did not sustain after baseline performance was entered. The findings suggested that different aspects of reading attitudes overlapped greatly, yet were somewhat dissociated in terms of developmental trajectories, antecedents, and consequences.

培养积极的阅读态度是幼儿教育的一个重要目标。本研究考察了制度语境下阅读态度（IRA）和全局阅读态度（GRA）的发展轨迹、它们的前因，以及它们与后来的读写能力结果（包括单词阅读和词汇）的关联。197名儿童（第一波数据收集时平均年龄为52.72岁）在学前班的最后两年里，每隔6个月对他们的阅读态度进行四次单独评估。从父母双方那里获得了家庭读写环境的信息，也获得了儿童在几个认知语言任务中的表现数据。在研究开始和结束时，对儿童的单词阅读和接受性词汇进行了评估。结果显示，平均而言，儿童的IRA在两年的随访期间没有变化，而他们的GRA则呈线性下降。父亲家庭文化环境变量在预测家庭收入初始水平和增长率以及家庭收入增长率方面具有独特的作用。在发展结果方面，IRA和GRA的初始水平预测了儿童在基线表现、背景变量和认知语言技能控制后学龄前结束时的接受性词汇。IRA能预测汉字阅读，而GRA不能；然而，在进入基线性能后，这种预测并不持续。研究结果表明，阅读态度的不同方面有很大的重叠，但在发展轨迹、前因和后果方面有一定程度的分离。

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引用次数: 0

American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter? 美国和中国父母在数学和日常活动中的数学谈话：父母的信仰重要吗？

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-04-29 DOI: 10.1016/j.ecresq.2025.04.002

Qianru Tiffany Yang, Iris Jeffries, Ziqin Xie, Jon R. Star, Paul L. Harris, Meredith L. Rowe

Parents vary in their math talk during parent-child interactions, and this variation is related to children's early mathematics skills. To understand the sources of individual variability in parental math talk, the present study investigated the associations between parents’ math beliefs and math talk when engaging their children in number book reading and pretend play. Further, this study compared parents in two cultural contexts to establish commonalities and differences. Participants included 50 American (27 girls) and 44 Chinese (23 girls) families of 4-year-old children, with participating parents predominantly being mothers. We assessed parents’ child-specific math expectations and their math attitudes. Parental math talk, including types (e.g., cardinality, arithmetic) and forms (i.e., prompt vs. statement) of math talk, were analyzed. Across activities, Chinese parents consistently engaged in more cardinality statements than American parents. However, aside from these differences in cardinality statements, the results indicated considerable cultural commonalities in parents’ math expectations and attitudes, as well as in the quantity and features of their math talk across both number book reading and pretend play. In both cultures, parents’ math beliefs were associated with the frequency of their arithmetic statements but not with other features of math talk during book reading. Moreover, no significant connections were found between parents’ math beliefs and math talk during pretend play in either culture. Implications for understanding parental math involvement in various cultural and activity contexts are discussed.

在亲子互动中，父母在数学话题上的差异与儿童早期的数学技能有关。为了了解父母数学谈话的个体差异的来源，本研究调查了父母在让孩子阅读数字书和假装游戏时的数学信仰与数学谈话之间的联系。此外，本研究比较了两种文化背景下的父母，以确定共同点和差异。参与者包括50个美国（27个女孩）和44个中国（23个女孩）的4岁儿童家庭，参与的父母主要是母亲。我们评估了家长对孩子的数学期望和他们对数学的态度。分析了父母的数学谈话，包括数学谈话的类型（如基数、算术）和形式（如提示与陈述）。在各种活动中，中国父母总是比美国父母使用更多的基数语句。然而，除了在基数陈述上的这些差异外，研究结果还表明，在父母对数学的期望和态度上，以及他们在数字书阅读和假装游戏中谈论数学的数量和特征上，存在相当大的文化共性。在这两种文化中，父母的数学信念与他们的算术陈述的频率有关，但与读书时数学谈话的其他特征无关。此外，在两种文化中，父母的数学信念与假装游戏中的数学谈话之间没有明显的联系。讨论了在不同文化和活动背景下理解父母数学参与的含义。

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引用次数: 0

One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers 一个标准不能适用于所有：儿童特征、教育工作者对儿童的差别待遇和儿童保育中心的质量之间的联系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-03-28 DOI: 10.1016/j.ecresq.2025.03.002

Michal Perlman, Gabriella Nocita, Nina Sokolovic, Olesya Falenchuk, Jennifer M. Jenkins

High-quality interactions in early childhood education settings support children's cognitive and socioemotional development. However, little is known about what explains variability in how educators interact with different children in these settings and how this variability relates to quality metrics. This study was based on data from 470 primarily low-income, preschool-aged children (mean age = 46.6 months; 53% female) attending licensed child care settings in a multicultural metropolis. Multilevel analyses revealed that approximately 80% of both observed educator behaviors and educator reports of relationship quality varied between children in the same classrooms, and that children's disruptive behavior, verbal intelligence, and hostility accounted for anywhere between 3 and 53% of this variance. Educators directed more positivity towards children who they described as more hostile and reported having closer and less conflictual relationships with children who they described as being less hostile and having greater verbal intelligence (small to moderate effect sizes). Differential treatment was associated with child-educator ratios, staff education, and emotional climate. Results can inform research, practice, and policy related to equity, professional development, and quality measurement in early childhood education.

幼儿教育环境中的高质量互动支持儿童的认知和社会情感发展。然而，在这些环境中，是什么解释了教育者如何与不同的孩子互动的可变性，以及这种可变性与质量指标的关系，人们知之甚少。这项研究基于470名低收入学龄前儿童(平均年龄46.6个月；（53%为女性）在多元文化大都市的有执照的托儿机构就读。多水平分析显示，在观察到的教育者的行为和教育者对关系质量的报告中，大约80%在同一教室的儿童之间存在差异，而儿童的破坏性行为、言语智力和敌意占这种差异的3%至53%。教育工作者更积极地对待那些被他们描述为更具敌意的孩子，并报告与那些被他们描述为不那么敌对、语言智力更高的孩子有着更密切、更少冲突的关系（小到中等效应大小）。差别待遇与儿童-教育者比例、员工教育程度和情绪气氛有关。结果可以为与幼儿教育公平、专业发展和质量衡量相关的研究、实践和政策提供信息。

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引用次数: 0

Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence 学前班就读者和非就读者的学校特征与学习成绩之间的关系：重要结构，有限证据

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-03-26 DOI: 10.1016/j.ecresq.2025.03.001

Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins

Drawing on data from the Early Learning Network (n = 4,807; 47 % Hispanic; 25 % White; 14 % Black; 9 % Asian; 4 % Multiracial; 1 % Other) along with the Stanford Education Data Archive, Civil Rights Data Collection, and Common Core of Data, this study examined the associations between several aspects of elementary school characteristics and children's math, language, and literacy learning from kindergarten to first grade. Additionally, this study considered whether these associations differed based on pre-K attender status. Results from multilevel models indicated that schools’ academic performance, student and teacher absenteeism, novice teacher employment, expenditures, and student-teacher ratios were not consistently associated with growth in children's academic learning, and when significant, associations were small. Moreover, even though pre-K attenders entered kindergarten with stronger academic skills, and these benefits diminished by the end of first grade, there was little evidence to suggest that school characteristics mattered differentially for pre-K attender and non-attenders.

利用早期学习网络的数据(n = 4,807；西班牙裔占47%；25%白人；14%黑色；9%是亚洲人；4%多种族；（1%其他）与斯坦福教育数据档案、民权数据收集和共同核心数据一起，本研究调查了小学特征的几个方面与儿童从幼儿园到一年级的数学、语言和识字学习之间的联系。此外，本研究还考虑了这些关联是否因学龄前儿童的参与状况而有所不同。多层模型的结果表明，学校的学习成绩、学生和教师缺勤率、新教师就业、支出和学生与教师比例与儿童的学术学习增长并不一致，当显著时，关联很小。此外，尽管学龄前儿童进入幼儿园时具有较强的学术技能，但这些优势在一年级结束时减弱了，几乎没有证据表明学校特征对学龄前儿童和非学龄前儿童有不同的影响。

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引用次数: 0

“They felt the safe space”: Practitioner experiences of delivering Mellow Babies, a targeted, early intervention program for parents and their babies “他们感到了安全的空间”：为父母和他们的孩子提供有针对性的早期干预项目“圆润婴儿”的从业经验

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-03-26 DOI: 10.1016/j.ecresq.2025.03.003

Melissa Cruz , Aigli Raouna , Ruaridh Malcolm , Raquib Ibrahim , Angus MacBeth

Addressing inequalities in childhood and intergenerational mental health requires a holistic understanding of the interplay of multiple complex socio-contextual factors and their impacts on families and caregivers. Mellow Babies (MB) is a group-based parenting program that aims to improve both parent and child wellbeing by addressing barriers for parents facing multiple adversities. Although there is quantitative and qualitative evidence for MB as an effective intervention, there is less evidence on how practitioners experience the delivery of MB. Using thematic analysis, this study explored practitioner attitudes towards delivering the program, identifying the components and processes in MB that practitioners believed contributed to parental experiences and outcomes. In total, 19 focus groups were conducted across the UK, engaging 42 facilitators and creche workers. Three themes and ten sub-themes emerged from the data, highlighting active parent participation driven by a supportive environment, interactive strategies, and diverse activities. Practitioners generally believed participation in MB was beneficial for participants. They identified components of their role and service structure that supported the sessions including the flexible nature of their position which enabled trusting relationships; the environment which provided a comfortable learning and development space; and the group support structure and community setting.

Clinical trial registration: The study was registered with ISRCTN: Registration number ISRCTN17621046.

要解决儿童和代际心理健康方面的不平等问题，就需要全面了解多种复杂的社会背景因素的相互作用及其对家庭和照顾者的影响。圆润婴儿（MB）是一个以团体为基础的育儿计划，旨在通过解决父母面临多重逆境的障碍来改善父母和儿童的健康。虽然有定量和定性的证据表明亲子教育是一种有效的干预措施，但关于从业者如何体验亲子教育的证据较少。本研究利用主题分析探讨了从业者对提供该计划的态度，确定了从业者认为对父母经历和结果有贡献的亲子教育的组成部分和过程。总共在英国开展了19个焦点小组，42名辅导员和托儿所工作人员参与其中。从数据中产生了三个主题和十个子主题，突出了由支持性环境、互动策略和多样化活动驱动的家长积极参与。从业者普遍认为参与MB对参与者是有益的。他们确定了支持会议的角色和服务结构的组成部分，包括其职位的灵活性，从而建立信任关系；提供舒适的学习和发展空间的环境；以及群体支持结构和社区环境。临床试验注册：本研究已在ISRCTN注册，注册号为ISRCTN17621046。

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引用次数: 0

Piloting an approach to family-implemented decoding instruction for kindergarten-aged children 试点家庭实施的幼儿园儿童解码教学方法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-02-21 DOI: 10.1016/j.ecresq.2025.02.011

Colby Hall , Katlynn Dahl-Leonard , Garrett J. Roberts , Philip Capin , Delanie Peacott , Lauren Thayer , Kristin Conradi Smith

Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to evaluate the effects of a family-implemented decoding instructional approach that was designed to “launch” young children into reading. We also measured the extent to which family members were able to implement instruction with fidelity and their perceptions about the appropriateness, feasibility, and acceptability of procedures and materials. The Launch into Reading intervention produced moderate to large effects, on average, on decoding outcomes for kindergarten-aged children. On average, participating families were able to implement the intervention with fidelity. Family members reported a high degree of satisfaction with intervention materials and procedures. Results suggest the need for additional supports for individuals who are having difficulty implementing with fidelity and for children who need more practice to learn letter-sound correspondences and use phonics knowledge to decode words. Still, this relatively simple home-based intervention shows initial evidence of promise.

尽管语音知识和解码技能对学业和生活的成功非常重要，但很少有研究探讨家庭实施的教学对这些早期识字技能发展的影响。这项多基线跨参与者单一案例实验设计研究的目的是评估家庭实施的解码教学方法的效果，该方法旨在 "启动 "幼儿的阅读能力。我们还测量了家庭成员在多大程度上能够忠实地实施教学，以及他们对程序和材料的适当性、可行性和可接受性的看法。平均而言，"启动阅读 "干预对幼儿园学龄儿童的解码结果产生了中等至较大的影响。平均而言，参与家庭能够忠实地实施干预。家庭成员对干预材料和程序的满意度很高。结果表明，对于难以忠实实施干预的个人，以及需要更多练习来学习字母-声音对应和使用语音知识来解码单词的儿童，需要额外的支持。尽管如此，这项相对简单的家庭干预措施还是显示出了初步的前景。

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引用次数: 0

When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling 当Ebony和Malik在学校里分享故事时：白人教师对孩子们在口头讲故事时使用非裔美国英语的看法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-03-03 DOI: 10.1016/j.ecresq.2025.02.006

Nicole Gardner-Neblett , Angelica Ramos , Allison De Marco

Many teachers view African American English (AAE) as unacceptable for classroom discourse, yet few studies have investigated teachers’ perceptions of children's use of AAE within the context of oral storytelling nor the effect of children's gender and narrative quality. The current study addressed this gap in the literature by using mixed methods to examine the extent to which White teachers’ judgments about African American children's stories varied as a function of a hypothetical child's use of AAE, the hypothetical child's gender, and the objective quality of the story. We randomly assigned 238 White teachers in the U.S. to evaluate two stories of higher- and lower quality, using either stereotypical African American girl or boy names and containing either AAE or Standardized American English (SAE). Results revealed that teachers judged the stories containing AAE more harshly than stories told using SAE, and reported a greater likelihood of providing AAE storytellers with remediation and referrals for services, regardless of the quality of the story. Gender differences emerged as teachers critiqued AAE stories told using a boy's name more unfavorably than stories using a girl's name. Teachers perceived deficits in the AAE-speaking children's vocabulary and grammar skills, but rarely mentioned the use of dialect. Given that oral storytelling skills are foundational for children's early literacy development, understanding teachers’ perceptions about the use of AAE during storytelling is critical for informing efforts to capitalize upon these early skills for learning and development.

许多教师认为非裔美国英语（AAE）在课堂话语中是不可接受的，但很少有研究调查教师在口头讲故事的背景下对儿童使用非裔美国英语的看法，也没有调查儿童性别和叙事质量的影响。目前的研究通过使用混合方法来研究白人教师对非裔美国儿童故事的判断在多大程度上随假设儿童使用AAE、假设儿童的性别和故事的客观质量而变化，从而解决了文献中的这一空白。我们在美国随机分配了238名白人教师来评估两个高质量和低质量的故事，使用典型的非裔美国女孩或男孩的名字，包含AAE或标准美国英语（SAE）。结果显示，教师对包含AAE的故事的评判比使用SAE的故事更严厉，并且报告更有可能为AAE故事讲述者提供补救和推荐服务，而不管故事的质量如何。教师对以男孩的名字讲述的AAE故事的评价比以女孩的名字讲述的AAE故事更差，性别差异也出现了。教师认为说美国英语的孩子在词汇和语法技能方面存在缺陷，但很少提及方言的使用。鉴于口头讲故事技能是儿童早期读写能力发展的基础，了解教师对在讲故事过程中使用AAE的看法，对于为利用这些早期技能进行学习和发展提供信息至关重要。

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引用次数: 0