幼兒氣質、語文環境與幼兒語文能力之研究

Effects of Temperament and Literacy Environment on the Language Ability of Young Children

白華枝(Hwa-Chih Pai)；李淑娟(Shu-Chuan Lee)

幼兒氣質 ； 幼兒語文能力 ； 語文環境 ； children's temperament ； children's language ability ； literacy environment

南台人文社會學報

29期（2024 / 05 / 01）

73 - 119

繁體中文;英文

本研究以「臺灣幼兒發展調查資料庫」進行次級資料分析，探討幼兒氣質、語文環境與幼兒語文能力之關係。研究對象為594位具全國代表性的四歲幼兒及幼兒家長、幼兒就讀之機構。研究結果顯示：（1）母親為本國籍及母親職業地位較高之幼兒其語言表達及讀寫萌發能力較佳，父母教育程度在國中及以下的幼兒語言表達及讀寫萌發能力較差。（2）負向情緒性氣質與語言表達呈現顯著負相關，而外放性和奮力控制性氣質與語言理解、讀寫萌發有顯著正相關。（3）家庭語文環境、學校語文環境與幼兒語言理解、語言表達、讀寫萌發均達顯著相關。（4）預測幼兒語言理解、語言表達、讀寫萌發之整體模式的解釋量分別為27.3%、37.6%、39.9%。幼兒氣質對於語言能力之預測力極大，而家庭語文環境對於幼兒語言能力有顯著影響，但學校語文環境未達顯著影響。

This study analyzed secondary data collected from the KIT project (Kids in Taiwan: National Longitudinal Study of Child Development and Care) to explore the relationship of children's temperament and literacy environment to their language ability. The data were collected from a nationally representative sample of 594 children aged four, as well as from their parents and the educational institutions they attended. The following results were obtained: 1. Regarding parents' nationality, children with mothers of Taiwanese nationality demonstrated more favorable language expression and emergent literacy than those with mothers of foreign nationality; children with parents whose education levels were middle school or lower exhibited the lowest scores on language expression and emergent literacy. 2. Negative emotion was significantly negatively-correlated with language expression. Extraversion and conscientious temperament were significantly correlated with language understanding and emergent literacy. 3. The family literacy environment and the school literacy environment were significantly correlated with children's language understanding, language expression and emergent literacy. 4. The predictive power of children's temperament and literacy environment on their language understanding, language expression and emergent literacy was 27.3%, 37.6% and 39.9% respectively. Children's temperament had great predictive power on language ability. The family literacy environment had a significant impact on children's language ability, but the school literacy environment had no significant impact.