幼儿园学习环境质量与幼儿发展结果的相关分析及其阈值效应

幼儿园学习环境与幼儿发展结果之间存在密切的关系。本研究以来自我国5个省区89所幼儿园267个班级的1592名幼儿为研究对象,采用广义相加混合模型,分析幼儿园学习环境质量各要素与幼儿语言、数学认知、情感社会性发展之间的关系。结果发现,学习环境与幼儿发展结果之间的关系具有一定的复杂性,其中园舍建筑和幼儿语言、数学认知存在非线性关联;户外空间与设施和幼儿语言、数学认知存在线性关联;区域规划与材料和幼儿语言存在线性关联,与幼儿情感社会性存在非线性关联;心理氛围与幼儿情感社会性存在线性关联,与幼儿语言、数学认知存在非线性关联;班级空间与设施和幼儿发展不相关。与此同时,园舍建筑、心理氛围、区域规划与材料对幼儿发展结果分别具有一定的阈值效应。高质量的幼儿园学习环境阈值范围为4.3~6.0分,表明教育经费投入需要保证幼儿园学习环境质量在此阈值之上,学习环境对幼儿发展的促进效果才能显现。

The Relationship between Kindergarten Learning Environment Quality and Early Childhood Development and the Threshold Effect

Kindergarten learning environment has great impact on children’s early development.This study selected 1592 children from 267 classes in 89 kindergartens of 5 provinces in China and used a generalized additive mixed model to analyze the relationship between the elements of kindergarten learning environment quality and children’s early development in language,mathematical cognition and emotional sociality.The results showed that the relationship is complex.While kindergarten architecture is nonlinearly related to children’s language and mathematics cognition,the relationship between outdoor space and facilities and children’s language and mathematical cognition is linear.The psychological atmosphere is linearly related to children’s emotional and social development,but nonlinearly to children’s language and mathematical cognition.Regional planning and materials are linearly related to children’s language,but nonlinearly to children’s emotional and social development.Classroom space and facilities are not related to children’s development at all.The threshold effect of building,psychological atmosphere,regional planning and materials on early childhood development is also determined.The threshold range of kindergarten learning environment quality is from 4.3 to 6.0 points.It indicates that only when the learning environment quality is pushed to the threshold,is the effect of educational expenditure on early childhood development evident.