家庭脈絡下的親子共讀與幼兒發展關係－臺灣幼兒發展調查資料庫的應用與分析

林佳慧; 劉惠美; 張鑑如

doi:10.6251/BEP.201909_51(1).0006

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P135 - 159

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

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家庭脉络下的亲子共读与幼儿发展关系－台湾幼儿发展调查资料库的应用与分析

Effects of Shared Book Reading Practices on Child Development in the Context of Taiwanese Families: Applying Data from Kids in Taiwan Study

林佳慧(Chia-Hui Lin) ；刘惠美(Huei-Mei Liu) ；张监如(Chien-Ju Chang)

教育心理学报； 51 卷 1 期 (2019 / 09 / 01) ， P135 - 159

繁体中文 DOI： 10.6251/BEP.201909_51(1).0006

幼儿发展；家庭社经地位；结构方程模式；亲子共读； Child development ； Shared book reading ； Socio-economic status ； Structural equation modeling

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摘要 │ 参考文献 (67) │ 被引用文献 (12) │ 国际计量

摘要〈TOP〉

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In this study, we used the data from the study of Kids in Taiwan: National Longitudinal Study of Child Development and Care to understand parent-child shared book reading practices in Taiwan and the association between home environment factors, such as socio-economic status and childcare operation, and shared book reading practices as well as between shared book reading practices and children's development in cognition, language, and socio-emotions when they were 36 months old. The total number of children who participated in this study was 2,164. This study found that about two thirds of the parents read books to their children at least once a week, and one-third of the parents never read to their children or read to them less than once a week. Moreover, using structural equation modeling analysis, three latent variables were constructed, namely the socio-economic status, shared book reading practices, and the development of the child. The results indicated that socio-economic status had a significant relation with shared book reading practices. The β value was 0.6, which indicated that the socio-economic status factor could explain 36% variation of shared book reading practices. Furthermore, shared book reading practices had a β value of 0.51 (i.e., explaining 28% variation) for its relation with the development of the child. Socio-economic status, however, exhibited an insignificant relation with the development of the child. In this sense, shared book reading practices mediated the relationship between the socio-economic status and the development of the child. Shared book reading practices exhibited the highest effect on the cognitive memory development of a child and had a large effect on the language expression and emotional development of the child. In this study, we also compared different subgroups to investigate the existence of moderating factors and found that the respondent types (father or mother), child's gender, and birth order did not have any moderating effect on the causal model. Noninvariance of structural weights was observed in three subgroups of childcare operations. A stronger relation between the socio-economic status and shared book reading practices was observed for parents who did not use any childcare services (i.e., children who were cared by their own parents full time) than for parents who used childcare services less than 10 hours per day and parents who used childcare services 11-24 hours per day. The effects of shared book reading practices on the child's development was the largest for the group using 11-24 hours of childcare services but was the least for the group that did not use childcare services. This result may imply that shared book reading practices can improve the child's development most effectively though parents who can only spend limited time with their children.

参考文献 ( 67 ) 〈TOP〉

王馨敏, S. M.,李俊仁, J. R.,张监如, C. J.(2015)。「二至五岁幼儿认知发展家长问卷」之编制。测验学刊，62(4)，279-302。
连结：
张监如, C. J.,谢淑惠, S. H.,周丽端, L. T.,廖鳯瑞, F. R.(2017)。幼儿发展调查资料库建置计画简介。中国统计学报，55(1)，42-62。
连结：
陈永昌, E. Y. C(2009)。让每一位孩子都是小小爱书人－「Bookstart 阅读起步走」在台推动三年纪事。台北市立图书馆馆讯，26(3)，17-23。
连结：
陈惠茹, H. J.,张监如, C. J.(2011)。指读及文字讨论之共读方式对幼儿认字的影响。教育心理学报，43(2)，377-396。
连结：
陈丽君, L. C.,林丽娟, L. J.(2014)。台湾公共图书馆推动「阅读起步走」计画之调查研究。图书与资讯学刊，85，51-72。
连结：

被引用文献 ( 12 ) 〈TOP〉

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