| 其他摘要 | Education is the endogenous driving force to solve the problem of getting rid of poverty, and the investment in early children's education is an important guarantee to achieve the goal of getting rid of poverty in an all-round way. Investment in children's language development will help promote future economic growth and talent training. Although studies have shown that families with high education and high income are more conducive to parent-child reading, and children's language development ability is better, there is a lack of analysis of the law of parent-child reading quality on children's language development. how to evaluate the quality of parent-child reading and explore more suitable measurement methods for children's language development and parent-child interaction assessment need to be further discussed. Previous studies have mostly focused on children in urban families and kindergartens, but there is a lack of research on the language development of young children before they enter kindergarten in poor areas. Based on this, this paper puts forward the research topic: the role of parent-child reading in promoting the language development of infants in poor areas. this study first explores the relationship between socio-economic status and children's language proficiency through meta-analysis. Parent-child reading activities were conducted for children who did not go to kindergarten in poor areas for 60 days ， and we also analyzed and verified the promotion effect of parent-child reading on young children's language through video coding and crawlers, and proposed a quality indicator of parent-child interaction with predictive value, which deepened the relevant theoretical exploration and had strong application value.
Objective: To explore the relationship between socioeconomic status and language development of young children. METHODS: Literature coding, heterogeneity testing, and subgroup analysis were conducted by searching multiple literature databases, establishing criteria for inclusion in the literature, and extracting values that could be translated into correlation coefficients for socioeconomic status and language development status. Results: Socioeconomic status was strongly related to children's language development, where the correlation between mother's education
and children's language development reached 0.46, and the higher the mother's education the better the children's language development. Part II: A video-coded follow-up study of parent-child reading in poor areas. Purpose: To explore the effect of parent-child reading on children's language development of low-educated mothers and their young children in poor areas through empirical sampling, observation, and experimentation Methods: The subjects were randomly divided into reading and non-reading groups, and the two groups were followed up before and after the experiment, respectively, to explore the relationship between parent-child reading and children's language level, and the reading videos and audios of the reading group for two months were coded and analyzed in an observational experiment to explore the relationship between the quality of interaction during parent-child reading and children's language level. Results: (1) Children's language test scores were significantly higher in the reading group compared to the non-reading group, with higher language standard scores in the reading group (0.28) than in the non-reading group (-0.24), while language test scores in the non-reading group were lower than normative scores, and mean scores in the reading and non-reading groups were significantly different (SD=0.195, t=2.567, p=0.013). The results of subgroup analysis showed that parent-child reading behavior significantly improved language learning performance (p=0.043).(2) The quality of parent-child reading interaction was strongly correlated with children's language development level: moderate correlation between toddler language standard scores and parent-initiated questions (r=0.505, p<0.01); moderate correlation between toddler vocabulary frequency and toddler language scores (r=0.486, p<0.01); and weak correlation between toddler language standard scores and mothers' average number of words per sentence (r= 0.219, p<0.01).(3) Statistical analysis of the quality of interaction and language level before and after the parent-child reading punch card behavior revealed an average increase of 3.6 words per sentence for mothers (t=3.879, p<0.001) and 1.17 words per sentence for children (t=2.843, p<0.001). The HLM was used to analyze the word frequency of the native language and the child to predict the child's language development by the mother's average number of words per sentence, and the trend of each indicator was consistent with time and PPVT. Conclusions: (1) socioeconomic status is related to young children's language development. The higher the socioeconomic status, the better the language development of young children; (2) parent-child reading significantly contributes to the language development of children from poor families (3) the quality of parent-child reading interaction predicts language proficiency, and children's language proficiency improves over time as the quality of parent-child reading interaction improves. |
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