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首页> 外文期刊>Child Development >Peer Effects in Preschool Classrooms: Is Children’s Language Growth Associated With Their Classmates’ Skills?
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Peer Effects in Preschool Classrooms: Is Children’s Language Growth Associated With Their Classmates’ Skills?

机译：学龄前教室中的同伴效应：孩子的语言成长是否与同班同学的技能有关？

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摘要

With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers’ growth in language skills over an academic year and whether peer effects manifest differently based on children’s status in reference to their peers. Peer effects were assessed for 338 children in 49 classrooms. A significant interaction between the language skills of children’s classmates and children’s fall language skills indicated that peer effects were strongest for children with low language skills who were in classrooms that served children with relatively low skill levels, on average. Findings further showed that reference status, or children’s relative standing to their peers, has the greater consequence for children with very low language skills in relation to their peers.
机译：随着越来越多的幼儿参加学前教育，这项研究确定了在这一最早的教育领域是否存在同伴效应。具体来说，这项工作研究了同伴效应是否影响学龄前儿童在学年内语言能力的增长，以及同伴效应是否根据儿童相对于同伴的地位而有所不同。在49个教室中，对338名儿童的同伴效果进行了评估。儿童同班同学的语言技巧和秋季语言能力之间的显着互动表明，同伴效应对于平均语言水平相对较低的儿童而言，在课堂上服务于语言水平较低的儿童最为明显。研究结果进一步表明，对于与同龄人相比语言能力非常低的孩子，参考身份或孩子相对于同龄人的相对地位会产生更大的后果。

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