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| 参与早教与幼儿入园适应的相关性研究—以北京市大兴区某幼儿园为例 中文摘要 《3-6岁儿童学习与发展指南》中提出：要提高幼儿适应周围生活环境的能力。所以，幼儿园的保育教育的重点目标应当是提高幼儿适应在园生活的技能。幼儿在园内的良好的适应能力不仅可以促进幼儿更加积极自主的参与到游戏活动中，还可以提高幼儿在活动中的肢体动作发展能力、语言表达能力、团结协作能力和人际交往能力，从而可以促进幼儿好习惯和好情绪的养成。由此可知，在园适应度影响着幼儿的情感、行为、知识等方面的发展。研究发现，幼儿在园适应度很大程度上受到早期教育的的影响。研究者在现有的研究基础上，调查分析幼儿接受早教机构的教育与在园适应情况的关系，并得出结论，从而为相应教育提供参考依据。 研究采用问卷调查法对北京市大兴区某幼儿园的80名在园幼儿的父母进行调查，通过相关分析、描述统计分析、介层回归分析从而得出如下结果： 本园接受早教机构教育的幼儿比例偏高，在接受过早教机构教育的幼儿接受时间为6-12个月和18-24个月的幼儿占比最多，接受12—18个月的幼儿占比最少。在园适应元素中幼儿的焦虑程度相对较低，幼儿的性别和父母学历差导致其焦虑程度有显著差异，家庭月收入的不同影响幼儿的广泛性焦虑，其差异十分明显，不同性别的幼儿问题行为存在显著差异。幼儿的之间的同伴关系发展水平高。幼儿的性别、父母的学历、家庭月收入都是影响幼儿语言和非语言发展、社会交往能力和同伴关系总体水平的重要因素。幼儿是否接受早期教育与幼儿的焦虑水平呈显著正相关，与幼儿问题行为中的多动行为呈显著负相关，其与幼儿的同伴关系的交往发展呈显著正相关。 基于以上结果，提出以下建议：加强宣传早期教育的重要性，使家长转变育儿观念，对早期教育产生正确的认知，从而能让更多的幼儿适时接受正规的早教机构教育。在教育中重视情绪管理，减轻的幼儿的分离焦虑程度，从而保障幼儿身心的健康发展。加强对幼儿语言和非语言的的教育，从而减少问题行为的产生关键词：同伴关系、早教机构教育、幼儿焦虑、问题行为 Participate in the investigation of the relationship between early education children' kindergarten adaptation The Learning and Development Guide for 3-6 Years Old Children clearly states that children should improve their ability to adapt to the living environment around them. Therefore, kindergartens should take improving children's skills to adapt to the kindergarten life as the key goal of kindergarten conservation education. Good adaptability of children in kindergarten can not only promote children's active and independent participation in games, but also improve their body movement development ability, language expression ability, solidarity and cooperation ability and interpersonal communication ability in the activities, thus promoting the formation of good habits and emotions of children. It can be seen that fitness in the kindergarten affects the development of children's emotion, behavior, knowledge and other aspects. The study found that children's fitness in kindergarten is largely affected by early education. On the basis of the existing research, the researcher investigated and analyzed the relationship between the education received by early education institutions and the kindergarten adaptation, and drew a conclusion, so as to provide reference for the corresponding education. In this study, 80 parents of children in a kindergarten in Daxing District, Beijing were surveyed by questionnaire. Through descriptive statistical analysis, correlation analysis and hierarchical regression analysis, the following results were obtained: 1. The proportion of children receiving education from early education institutions is on the high side. The children who have received education from early education institutions for 6-12 months and 18-24 months are the most, and the children who have received education from 12 to 18 months are the least. The analysis of population difference shows that there are significant differences between parents with different educational background and children with family monthly income in the time of receiving education in early education institutions. 2.In the indicators of kindergarten adjustment, children's anxiety level is relatively low. The differences of children's gender and parents' educational background lead to great differences in their anxiety level. The only child and non only child have significant differences in the problem of obsessive-compulsive disorder. The difference of family monthly income affects children's generalized anxiety, and the difference is very obvious. There are significant differences in problem behaviors between children of different genders. The development level of children's peer relationship is high. Children's gender, parents' educational background and monthly family income are important factors affecting children's verbal and non-verbal communication ability, social barriers and the overall level of peer relationship. 3.There is a significant positive correlation between children's early childhood education and children's anxiety, a significant negative correlation with children's hyperactivity in problem behavior, and a significant positive correlation with children's peer relationship. Children's early childhood education directly affects children's adaptation in kindergarten. Based on the above results, this paper puts forward the following suggestions: strengthen the publicity of the education of formal early education institutions, let the parents change the concept of parenting, have a correct understanding of the education of early education institutions, so as to let more children accept the education of formal early education institutions. To ensure the healthy development of children's emotions and reduce girls' separation anxiety. Strengthen children's language and non-verbal education, reduce the problem behavior of boys. Keywords: peer relationship；early education institutions；children's anxiety problem behavior 目录 一、 绪论1 （一）研究意义1 （二）选题目的和意义2 （三）概念界定3 （四）文献综述5 （五）研究内容6 二.研究设计6 (一)研究目的6 （二）研究假设7 (三）调查工具7 （四）数据处理与分析7 三．研究结果8 (一）在园幼儿接受早教机构教育的现状调查8 （二）在园幼儿适应现状调查结果11 （三）在园幼儿接受早教机构教育与其在园适应的关系12 四.讨论与分析13 五．结论和建议18 （一）研究结论18 （二）教育建议18 参考文献21 |
