家庭語文環境及社經地位與幼兒語言能力之關聯研究

Abstract

家庭是幼兒最初開始和未來主要的生活環境，四歲幼兒正處於語言能力發展的快速時期，過去研究指出幼兒處在不同的家庭語文環境及社經地位，兩者會對幼兒語言能力之狀況造成差異。因此，本研究旨在探討家庭語文環境及社經地位與幼兒語言能力之間的關聯。研究方法運用調查時間為2017年3月至2018年5月的「臺灣幼兒發展調查資料庫」（KIT）36月齡組第二波48月齡之幼兒資料，選取受訪者為幼兒之親生父母，刪除遺漏之後共1737人為研究樣本。以結構方程模式分析家庭語文環境及社經地位與幼兒語言能力的因果關係。研究結果如下：一、四歲幼兒語言能力之狀況 幼兒在語言理解與語言表達方面的表現在「能夠完成」與「非常熟練」之間，讀寫萌發能力儘達到「部分能做」的程度。幼兒在語言表達方面的能力最為熟練，剛表現出讀寫萌發方面的能力。 二、四歲幼兒家庭語文環境之種樣貌 在家庭語文環境方面，父母在多元生活經驗、教導與安排及親子語言互動方面的行為表現皆可以達到「有時」以上。父母常與幼兒進行親子語言互動，而較少表現出為孩子提供多元生活經驗的行為。 三、家庭語文環境及社經地位與幼兒語言能力之關聯 家庭語文環境與幼兒語言能力存在顯著的正向關聯，表示4歲幼兒所處的家庭語文環境愈多元豐富，幼兒語言能力的表現愈好。家庭社經地位與幼兒語言能力存在顯著的正向關聯，表示4歲幼兒所處的家庭社經地位愈高，幼兒語言能力的表現愈好。 本研究所探討的家庭語文環境更貼近父母日常生活中的行為，並使用具有本土文化意義的臺灣幼兒調查資料庫之代表性樣本。在實務上，給予父母以不同方式幫助幼兒語言能力之發展，並給予政府及教育工作者相關建議，推動親職教育，並對未來家庭語文環境之研究提供更多不同的面向。

關鍵字： 家庭語文環境、家庭社經地位、幼兒語言能力、臺灣幼兒發展調查資料庫

The family as the primary environmentfor the infant's initial and future life, while the 4-year-old infant is in a period of rapid language abilities development. Previous research has indicated that children are in different family literacy environments and socioeconomic status, which can make a difference in the status of children's language abilities. Therefore, the purpose of this study is to the effects of family literacy environments, socioeconomic status on language abilities of four-year-old children.Research methods: The second wave of 48-month-old children in the 36-month age group of Kids in Taiwan :National Longitudinal Study of Child Development& Care (KIT) was surveyed from March 2017 to May 2018, and the respondents were selected as the biological parents of the children. A structural equation model was used to analyze the causal relationships between Family Literacy Environments and Socioeconomic Status and the children's Language Abilities. The results of the study are as follows: 1.Condition of Language Abilities of Four-Year-Old Infants:The infants' performance in language comprehension and language production ranged from " capable" to " fully proficient", and emergent literacy abilities reached the level of "partially capable". Infants are most proficient in Language Production with emerging literacy skills. 2.Various Family Literacy Environments for Four-Year-Old Infant:Parents' behaviors in the family literacy environments are above " average" in terms of diverse life experience, instruction and organization, and parent-child language interaction. Parents often engaged in parent-child language interaction with theirchildren, but less often exhibited behaviors that provided diverse life experiences for their children.3.The Effects of Family Literacy Environments, Socioeconomic Status on Language Abilities of Four-Year-Old Children:A significant positive association was found between family literacy environments and language abilities, indicating that the more diverse and rich family literacy environments 4-year-olds live in, the better they perform in language abilities. There was a significant positive association between family socioeconomic status and language abilities, indicating that the higher the family socioeconomic status of a 4-year-old, the better the child's performance in language abilities. The family literacy environments explored in this study are more closely related to parents' daily behaviors and use a representative sample from Kids in Taiwan :National Longitudinal Study of Child Development & Care with local cultural significance. In practice, it gives parents different ways to help the development of young children's language abilities, and gives the government and educators relevant suggestions to promote parenting education and provide more different orientations for future research on family literacy environments.Key Words:literacy environments, socioeconomic status, language abilities, KIT