Early Childhood Research Quarterly最新文献_第7页

Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample 研究抑制的维度及其与学龄前儿童早期学术技能和外化行为的关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-10 DOI: 10.1016/j.ecresq.2025.05.003

Eric D. Hand , Christopher J. Lonigan

Inhibitory processes have been consistently linked to children’s academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., the ability to ignore task-irrelevant information) represent two distinct constructs in preschool-age children and may be differentially related to children’s academic and behavioral outcomes. However, due to issues with study design, the structure of inhibitory processes and their specific relations to academic and behavioral outcomes remains unclear. The goals of this study were to determine the structure of inhibitory processes with preschool-age children using tasks counterbalanced by measurement method (i.e., computerized vs. non-computerized) and to examine their relations to children’s early academic and behavioral outcomes. In this study, 167 preschool-age children were assessed on measures of response inhibition, interference suppression, and early academic skills (i.e., phonological awareness and early math). Teachers of participating children completed a measure of externalizing behaviors (i.e., the CTRS-15). Contrary to the reported results of other studies of preschool-age children, a two-factor model consisting of separate response inhibition and interference suppression factors did not provide a better fit than a one-factor model of inhibition. Results indicated that the unitary Inhibition factor was similarly related to phonological awareness and early math skills. The unitary Inhibition factor was significantly associated with ADHD-related behaviors but not oppositional-defiant behaviors. Implications of findings and future directions are discussed.

抑制过程一直与儿童的学业和行为结果有关。研究人员认为，反应抑制（即抑制阳性反应的能力）和干扰抑制（即忽略与任务无关的信息的能力）在学龄前儿童中代表了两种截然不同的构念，并且可能与儿童的学业和行为结果有不同的关系。然而，由于研究设计的问题，抑制过程的结构及其与学术和行为结果的具体关系尚不清楚。本研究的目的是通过测量方法（即计算机化与非计算机化）来确定学龄前儿童抑制过程的结构，并研究它们与儿童早期学业和行为结果的关系。本研究对167名学龄前儿童进行了反应抑制、干扰抑制和早期学术技能（即语音意识和早期数学）的评估。参与儿童的教师完成了一项外化行为测量（即CTRS-15）。与其他学龄前儿童研究报告的结果相反，由单独的反应抑制因子和干扰抑制因子组成的双因素模型并不比单因素抑制模型提供更好的拟合。结果表明，单一抑制因子与语音意识和早期数学技能有相似的关系。单一抑制因子与adhd相关行为显著相关，而与对立违抗行为无关。讨论了研究结果的意义和未来的发展方向。

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引用次数: 0

The role of friends in the development of children’s classroom behavioral engagement and peer acceptance in kindergarten: A dyadic approach 朋友在幼儿园儿童课堂行为参与和同伴接受发展中的作用：一个二元方法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-10 DOI: 10.1016/j.ecresq.2025.06.001

Marie-Claude Salvas , Fanny-Alexandra Guimond , Isabelle Archambault , Frank Vitaro , Philip MacGregor , Stéphane Cantin , Christelle Robert-Mazaye

Children’s classroom behavioral engagement and peer acceptance are linked to school readiness and positive educational outcomes. However, these developmental and social processes may depend on the social context in which children evolve. Thus, the friendships children develop in kindergarten may encourage classroom engagement and peer acceptance, based on the friends’ characteristics and the duration of the friendship. The study aimed to investigate how friends influence each other in the development of both classroom engagement and peer acceptance in kindergarten. We also examined whether peer selection and peer influence effects vary according to friendship stability and to child gender. Our sample consisted of 192 kindergarteners from Canada. Students were paired into mutual same-gender friend dyads, 45 of which were stable throughout the kindergarten year. Children’s classroom engagement was measured using teacher reports, whereas peer acceptance was measured using a peer nomination procedure. Data were analyzed using actor-partner interdependence models. Results indicated that friends’ peer acceptance and classroom engagement were reciprocally associated at the beginning of kindergarten, suggesting selection effects. Results also pointed to peer influence effects regarding peer acceptance (but not classroom engagement) when stable friendships were considered. Finally, findings revealed longitudinal actor effects for all dyads, such that when children were more engaged in class, they were also more accepted by peers over time (independent of their friendship stability). Well-accepted children were also more likely to be behaviorally engaged by the end of the school year but only if their friendship was stable. Results applied similarly to both boys and girls. This study suggests that having a stable friend may help children function better in the classroom.

儿童的课堂行为参与和同伴接受程度与入学准备和积极的教育成果有关。然而，这些发展和社会过程可能取决于儿童发展的社会环境。因此，基于朋友的特点和友谊的持续时间，儿童在幼儿园发展的友谊可能会促进课堂参与和同伴接受。本研究旨在探讨朋友在幼儿园课堂参与和同伴接纳的发展中如何相互影响。我们还研究了同伴选择和同伴影响效应是否会根据友谊的稳定性和儿童性别而变化。我们的样本包括来自加拿大的192名幼儿园儿童。学生们被分成同性朋友二人组，其中45人在整个幼儿园期间都是稳定的。儿童的课堂参与度是用教师报告来衡量的，而同伴接受度是用同伴提名程序来衡量的。使用参与者-合作伙伴相互依赖模型分析数据。结果表明，在幼儿园开始时，朋友的同伴接纳和课堂参与是相互相关的，表明选择效应。研究结果还指出，当考虑到稳定的友谊时，同伴影响对同伴接受（但不包括课堂参与度）的影响。最后，研究结果揭示了纵向行动者效应对所有二人组的影响，例如，当孩子们在课堂上更投入时，随着时间的推移，他们也更容易被同龄人接受（与他们的友谊稳定性无关）。受欢迎的孩子在学年结束时也更有可能在行为上投入，但前提是他们的友谊是稳定的。结果对男孩和女孩都适用。这项研究表明，有一个稳定的朋友可以帮助孩子更好地在课堂上发挥作用。

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引用次数: 0

How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions? 早期教育教师的专业发展经历与他们的工作压力和师生互动质量有何关系？

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-05 DOI: 10.1016/j.ecresq.2025.05.002

Claire D. Vallotton , HyeonJin Yoon , Holly E. Brophy-Herb , Lisa Knoche , Jayden Nord , Ann M. Stacks

Professional development is a necessary support for both teachers’ well-being, and high-quality teacher-child interactions, which are the central mediators of the effects of early care and education on children’s development. Among teachers of older children, effective professional preparation is associated with lower work-related stress and higher classroom quality, but these associations have not been established for infant/toddler teachers generally, nor Early Head Start teachers specifically. Further, professional development opportunities for infant/toddler teachers are typically provided unsystematically, and little is known about what teachers experience, what is most helpful, and how it is associated with their work-related stress and quality teaching. The current study examines the content, format, and helpfulness of professional development experiences for 457 Early Head Start (EHS) teachers in four regions of the United States to describe the variation in professional development and to test how professional development experiences are associated with job stress and the quality of teacher-child interaction. Results indicate that most trainings were provided as one-time workshops, followed by multi-session workshops, and training rarely involved coaching or mentoring. Teachers reported most trainings to be helpful, regardless of content or format, yet most content was not associated with lower stress or teacher-child interactions. Only the helpfulness of training with content related to teacher-child interactions was associated with lower job stress and higher job satisfaction. Teachers’ perceptions of the helpfulness of these trainings were associated with lower teacher-child interaction quality, while attending a training on guidance and discipline was related to higher teacher-child interaction quality. These results call for a far more systematic approach to the preparation and ongoing support of the infant/toddler workforce, including EHS teachers, with training on child guidance as foundational content.

专业发展是教师福祉和高质量师生互动的必要支持，是早期护理和教育对儿童发展影响的中心中介。在年龄较大的儿童教师中，有效的专业准备与较低的工作压力和较高的课堂质量有关，但这些联系并没有在婴幼儿教师中普遍建立，也没有在早期教育教师中特别建立。此外，婴幼儿教师的专业发展机会通常是不系统地提供的，很少有人知道教师经历了什么，什么是最有帮助的，以及它如何与他们的工作压力和教学质量相关联。本研究考察了美国四个地区457名早期学前教育（EHS）教师的专业发展经验的内容、形式和帮助，以描述专业发展的变化，并测试专业发展经验如何与工作压力和师生互动质量相关联。结果表明，大多数培训以一次性讲习班的形式提供，其次是多期讲习班，培训很少涉及指导或指导。教师报告说，无论培训内容或形式如何，大多数培训都是有帮助的，但大多数培训内容与降低压力或师生互动无关。只有与师生互动内容相关的培训有用性与较低的工作压力和较高的工作满意度相关。教师对这些培训的帮助性的感知与较低的师生互动质量相关，而参加指导和纪律培训与较高的师生互动质量相关。这些结果要求对婴幼儿工作人员（包括EHS教师）的准备和持续支持采取更加系统的方法，并将儿童指导培训作为基础内容。

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引用次数: 0

#MathActivities on #SocialMedia: Examining content, design, and alignment with mathematical cognition research #SocialMedia上的#MathActivities：检查内容、设计和与数学认知研究的一致性

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-05 DOI: 10.1016/j.ecresq.2025.05.005

Mary DePascale , Juyun Lee , Eric Dearing

Social media is a popular tool for caregivers and educators to find and share learning activities for children. Yet there is little empirical work on the educational quality of these activities. The current study identified early learning (n = 108) and early math (n = 216) activities posted on TikTok. Activity videos were coded for the presence/absence of mathematical content and the extent to which activities aligned with theoretical and empirical evidence on promoting early learning and mathematical cognition. Results indicated that less than one-third-of early learning activities contained math content. Additionally, many early math activities were limited to basic, numerical skills and lacked alignment with learning science principles. Findings demonstrate the need for research on the implementation of these activities and are discussed with attention to improving public awareness of (a) the scope and importance of early math and (b) best practices for supporting children’s math learning.

社交媒体是看护人和教育工作者发现和分享儿童学习活动的流行工具。然而，关于这些活动的教育质量的实证研究却很少。目前的研究确定了在TikTok上发布的早期学习（n = 108）和早期数学（n = 216）活动。活动视频根据数学内容的存在/缺失以及活动与促进早期学习和数学认知的理论和经验证据的一致程度进行编码。结果表明，不到三分之一的早期学习活动包含数学内容。此外，许多早期的数学活动仅限于基本的数字技能，缺乏与学习科学原理的一致性。研究结果表明，有必要对这些活动的实施进行研究，并重点讨论如何提高公众对(a)早期数学的范围和重要性以及(b)支持儿童数学学习的最佳实践的认识。

引用次数: 0

The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality 启智教师悖论：工作条件、整体福祉和课堂质量

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-05-17 DOI: 10.1016/j.ecresq.2025.04.003

Kyong-Ah Kwon , Wonkyung Jang , Timothy G. Ford , Sherri Castle

The purpose of this study was to examine Head Start (HS) teachers’ characteristics, working conditions, whole well-being, and classroom quality and their associations compared to other (non-HS) ECE teachers. The study collected survey and direct assessment data on a range of working conditions and whole well-being (physical, psychological, and professional well-being) from 262 teachers (112 HS teachers and 150 ECE teachers, including private child care and public pre-K teachers). Additionally, we used emotional/behavioral and instructional supports among 83 teachers in their classrooms. Our findings from the propensity score analysis revealed that HS teachers are better educated, have better resources in general, and provide higher classroom quality, but they have more job demands, are less likely to have daily breaks, and have overall poorer whole teacher well-being, which was unexpected and paradoxical. Job demands, well-being resources, and a high-quality physical environment were all significant predictors of teacher well-being. We also found that some resources (i.e., well-being resources, physical environmental quality) served as moderators, either buffering the negative impact of physical job demands or having a combined, synergizing effect in fostering teacher well-being. Finally, teachers’ job demands and whole well-being were found to predict classroom quality. The study highlights the unique strengths, needs, and challenges of HS teachers and offers insights into optimizing working conditions to promote their well-being, which may also help improve classroom quality.

本研究的目的是探讨学前教育教师的特点、工作条件、整体幸福感、课堂质量及其与其他（非学前教育）教师的关联。该研究收集了262名教师（112名HS教师和150名ECE教师，包括私立幼儿园和公立学前班教师）关于一系列工作条件和整体福祉（身体、心理和专业福祉）的调查和直接评估数据。此外，我们对83名教师进行了情感/行为和教学支持。我们的倾向得分分析结果显示，高中教师的受教育程度更高，总体上拥有更好的资源，并提供更高的课堂质量，但他们有更多的工作需求，每天休息的可能性更少，整体教师幸福感更差，这是出乎意料和矛盾的。工作需求、幸福感资源和高质量的物理环境都是教师幸福感的显著预测因子。我们还发现，一些资源（即幸福感资源、物理环境质量）起到了调节作用，要么缓冲了物理工作需求的负面影响，要么在促进教师幸福感方面具有综合的协同效应。最后，教师的工作需求和整体幸福感对课堂教学质量有预测作用。该研究突出了高中教师的独特优势、需求和挑战，并为优化工作条件提供了见解，以促进他们的福祉，这也有助于提高课堂质量。

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引用次数: 0

Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy 父母自我效能感对亲子日常沟通、儿童问题行为与亲子关系的影响

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-05-16 DOI: 10.1016/j.ecresq.2025.05.001

Keiko K. Fujisawa , Kayo Nozaki , Michio Naoi , Chizuru Shikishima , Hideo Akabayashi

This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: N = 141; girls: N = 98; mean (SD) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.

本研究旨在探讨幼儿中心家长与教师的日常沟通对提高家长自我效能感的作用，进而减少幼儿的问题行为，改善亲子关系。数据来自239名儿童(男孩：N = 141；女孩：N = 98；平均（SD）年龄= 4.95（0.99）岁，来自日本儿童小组调查-学前调查。结果显示，父母与教师的日常沟通与父母自我效能感呈正相关，与孩子的问题行为和冲突亲子关系呈负相关。中介分析显示，父母自我效能感在亲子沟通对孩子结果和亲子关系的影响中起中介作用。此外，父母与教师日常沟通对父母自我效能感的影响受社会经济地位的调节，表明社会经济地位高的父母比社会经济地位低的父母从日常父母与教师的沟通中获益更多。儿童在托儿中心的日常经历与父母的自我效能感或任何其他结果无关。这些研究结果表明，在托儿中心，父母和老师之间的日常沟通在支持父母方面发挥着不可或缺的作用，最终导致儿童的积极发展和家庭幸福。

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引用次数: 0

Exploring invariance of the measurement and prediction of ADHD behaviors in Latino children 拉丁裔儿童ADHD行为测量与预测的不变性探讨

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-05-14 DOI: 10.1016/j.ecresq.2025.04.005

Christopher DeCamp, Christopher J. Lonigan

The goal of this study was to determine whether the measurement of children’s externalizing behaviors, as rated by teachers on a short version of the Conners’ Rating Scale, was invariant for Latino and non-Latino children with different language backgrounds and whether those ratings displayed invariant prediction of academic outcomes. The sample included 1,174 children (592 boys, 582 girls) who ranged in age from 38 – 73 months (M = 54.42 months; SD = 4.64 months) at the time of initial assessment. Model fit indices highlighted that teacher ratings displayed fully invariant measurement. Prediction was found to be invariant for all language and literacy outcomes but not for math outcomes. This was due to differences in ratings of oppositional defiant behavior for non-Latino children. Because differences in ratings of oppositional defiant behaviors for non-Latino children led to a lack of predictive invariance on math outcomes, and oppositional defiant behaviors have smaller associations with important outcomes, like a child’s academic achievement, these differences are unlikely to have meaningful clinical implications. Overall, these results suggest that the Conners Teacher Rating Scale-15 Item Version measures externalizing behaviors the same way for children of varying ethnic and language backgrounds. This may have important implications for research and multi-informant assessment.

本研究的目的是确定教师在康纳斯量表（Conners ' Rating Scale）上对儿童外化行为的评估是否对具有不同语言背景的拉丁裔和非拉丁裔儿童具有不变的影响，以及这些评分是否显示了对学业成绩的不变预测。样本包括1174名儿童（592名男孩，582名女孩），年龄在38 - 73个月之间(M = 54.42个月；SD = 4.64个月)。模型拟合指数强调，教师评级显示完全不变的测量。研究发现，预测对所有语言和识字结果都是不变的，但对数学结果却不是。这是由于非拉丁裔儿童在对立违抗行为评分上的差异。由于非拉丁裔儿童对立违抗行为评分的差异导致数学成绩缺乏预测不变性，并且对立违抗行为与重要结果（如儿童的学业成绩）的关联较小，因此这些差异不太可能具有有意义的临床意义。总的来说，这些结果表明，康纳斯教师评定量表-15项目版本对不同种族和语言背景的儿童的外化行为的测量方法是相同的。这可能对研究和多信息提供者评估具有重要意义。

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引用次数: 0

Non-contact time implementation in early childhood center-based programs: A mixed methods study 非接触时间在幼儿中心项目中的实施：一项混合方法研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-05-09 DOI: 10.1016/j.ecresq.2025.04.010

Erin E. Hamel , Rachel E. Schachter

The qualifications, practices, and interactions of early childhood (EC) teachers with children have been widely researched as avenues for improving EC education. However, little is known about the work supports EC teachers need to be successful. Non-contact time is an important element of the work environment that supports teachers’ ability to meet their professional expectations. This exploratory study aimed to provide a current snapshot of non-contact time at center-based programs accredited by the National Association for the Education of Young Children (NAEYC) using a mixed methods embedded questionnaire design. Both EC center directors (104) and teachers (106) completed the questionnaire. Results indicate that non-contact time amounts varied widely and were associated with the type of program where teachers were employed. Teachers received less non-contact time than intended and shared a range of strategies for completing their work tasks when they lacked adequate non-contact time. Directors expected and teachers used non-contact time primarily for activities related to teaching and curriculum, documenting and assessing child progress, and establishing and maintaining relationships with families. Program management activities emerged as an unexpected responsibility for teachers during non-contact time. Directors reported prioritizing non-contact time decisions based on mandated program factors. Implications include creating policies that mandate specific amounts of non-contact time for EC teachers, creating a culture that respects and prioritizes planning, and providing early career teachers with time management strategies.

幼儿教师的资格、实践和与儿童的互动被广泛研究，作为改善幼儿教育的途径。然而，人们对支持英语教师取得成功所需要的工作知之甚少。非接触时间是工作环境的重要组成部分，它支持教师满足其专业期望的能力。本探索性研究旨在使用混合方法嵌入问卷设计，提供由全国幼儿教育协会（NAEYC）认可的以中心为基础的项目的非接触时间的当前快照。EC中心主任（104名）和教师（106名）都完成了问卷。结果表明，非接触时间量变化很大，并且与教师所雇用的课程类型有关。教师获得的非接触时间比预期的要少，当他们缺乏足够的非接触时间时，他们分享了一系列完成工作任务的策略。主管们期望教师们将非接触时间主要用于与教学和课程有关的活动，记录和评估儿童的进步，以及建立和维持与家庭的关系。在非接触时间，项目管理活动成为教师意想不到的责任。董事们报告说，根据规定的项目因素，优先考虑非接触时间的决定。建议包括制定政策，规定欧共体教师有一定数量的非接触时间，创造一种尊重和优先规划的文化，并为早期职业教师提供时间管理策略。

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引用次数: 0

An initial yet rigorous test of multisensory alphabet instruction for english monolingual and emergent bilingual children 一项针对英语单语和紧急双语儿童的多感官字母教学的初步而严格的测试

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-05-08 DOI: 10.1016/j.ecresq.2025.04.008

Somin Park , Shayne B. Piasta , Peter M. Sayer

Little evidence exists on how best to support children’s alphabet knowledge, which is a foundational early literacy skill. In this study, we investigated the impact of multisensory alphabet instruction on the alphabet learning of English monolingual and emergent bilingual (EB) children aged 3:5 to 5 years old, compared to visual-auditory alphabet instruction (i.e., featuring visual and auditory modalities, which are typically present in alphabet instruction). We also investigated whether children’s language status, either EB or not EB, moderated the impact of multisensory alphabet instruction. We utilize a rigorous within-subjects experimental research design. Thirty-six children were enrolled in the study and received 1:1 alphabet instruction on two sets of four letters, either using a multisensory or visual-auditory approach, with a final set of four letters as a control. Findings revealed that young children benefited from explicit and systematic alphabet instruction, whether multisensory or visual-auditory, in terms of improving their lowercase letter knowledge. EB and English monolingual children experienced a similar benefit from alphabet instruction, perhaps because they had similar socio-economic status and language backgrounds. In using an experimental design and strong counterfactual, this study contributes to the literature concerning understanding effective evidence-based practices to promote English monolingual and EB children’s alphabet knowledge.

很少有证据表明如何最好地支持儿童的字母知识，这是一项基本的早期识字技能。在这项研究中，我们研究了多感官字母教学对3 - 5岁英语单语和紧急双语儿童字母学习的影响，并与视觉-听觉字母教学（即以视觉和听觉方式为特征，这是字母教学中典型的表现）进行了比较。我们还调查了儿童的语言状况是否会调节多感官字母教学的影响。我们采用严格的学科内实验研究设计。36名儿童参加了这项研究，并接受了两组四个字母的1:1字母教学，使用多感官或视觉听觉方法，最后一组四个字母作为对照。研究结果显示，幼儿受益于明确和系统的字母教学，无论是多感官还是视觉听觉，在提高他们的小写字母知识方面。EB和英语单语儿童从字母教学中获得了类似的好处，也许是因为他们有相似的社会经济地位和语言背景。本研究采用实验设计和强大的反事实，有助于理解有效的循证实践，以促进英语单语和EB儿童的字母知识。

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引用次数: 0

Examining young children’s transitions from drawing into early writing 研究幼儿从绘画到早期写作的过渡

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-05-01 DOI: 10.1016/j.ecresq.2025.04.007

Kelly Campbell, Anne E. Cunningham

Examining young children’s progressions in drawing, from scribble lines to graphic representations of people, places, and objects—to their writing of alphabetic symbols—may open windows into knowledge of early cognitive, language, and motor development. In the present mixed-method investigation, we first review prior literature on such transitions, which includes discussion of the stages or sequences of mark-making, drawing, and early writing. We then discuss existing measures of human figure drawings, name writing, early writing, oral language (mean length of utterance of the child’s descriptions of each drawing/writing sample), and content themes. Next, for five children aged 3-5 years attending a university-affiliated preschool, we examine repeated sets of drawings and early writings, ranging from 23 to 73 samples per child, from archival materials. Each case study includes both (a) narrative descriptions of each child’s progressions and (b) analyses of scores on the included measures. With the overall aim of preparing for a larger study that includes regular and more data-intensive samples subject to blinded scoring, we provide comparisons within each child and across children—featuring linear trends and high intra-individual variability– regarding development of graphic symbol systems (i.e., drawing and early writing) during the foundational preschool years.

检查幼儿在绘画方面的进展，从潦草的线条到人物、地点和物体的图形表示，再到字母符号的书写，可以为了解早期认知、语言和运动发展打开一扇窗。在目前的混合方法调查中，我们首先回顾了关于这种过渡的先前文献，其中包括对标记制作，绘画和早期写作的阶段或顺序的讨论。然后，我们讨论了现有的人体素描、姓名写作、早期写作、口头语言（儿童描述每个绘画/写作样本的平均话语长度）和内容主题的测量方法。接下来，对于5个3-5岁的在大学附属学前班就读的孩子，我们从档案材料中检查了重复的绘画和早期写作，每个孩子的样本从23到73不等。每个案例研究都包括(a)对每个孩子进步的叙述性描述和(b)对所包括措施的分数的分析。为了准备一个更大的研究，包括定期和更多的数据密集样本进行盲法评分，我们提供了每个孩子和孩子之间的比较-具有线性趋势和高度的个体差异-关于在基础学龄前时期图形符号系统（即绘画和早期写作）的发展。

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引用次数: 0