簡易檢索 / 詳目顯示

研究生: 李宇雯
LEE, YU-WEN
論文名稱: 親職參與及家庭社會經濟背景對幼兒語言發展影響之研究–臺灣幼兒發展調查資料庫數據分析
Influences of Parental Involvement and Socio-economic Status on Language Development in the Taiwanese Families: Applying Data from Kids in Taiwan
指導教授: 張鑑如
Chang, Chien-Ju
學位類別: 碩士
Master
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2020
畢業學年度: 108
語文別: 中文
論文頁數: 86
中文關鍵詞: 親職參與親子互動家庭社會經濟背景語言發展臺灣幼兒發展調查資料庫(Kids in Taiwan)
英文關鍵詞: Parental involvement, parent-child interaction, family socioeconomic background, language development, Kids in Taiwan: National Longitudinal Study of Child Development & Care (KIT)
DOI URL: http://doi.org/10.6345/NTNU202001614
論文種類: 學術論文
相關次數: 點閱:378下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 語言是在互動環境下發展出來的,因此父母親職參與對於學齡前幼兒的語言發展至關重要;然而近年來,隨著家庭經濟及結構的改變,父母在親職參與的角色也逐漸轉變。本研究的目的在於探討我國三歲幼兒所處雙親家庭中親職參與(Parental Involvement)及社會經濟背景(Socio-economic Status)的現況,以及對三歲幼兒語言發展之影響。本研究使用臺灣幼兒發展調查資料庫(KIT)36月齡幼兒第一波家長問卷資料,並選取受訪者為雙親家庭之幼兒,刪除遺漏值後共有1,815名樣本。利用結構方程模式(Structural Equation Modeling)分析親職參與、家庭社會經濟背景對幼兒語言發展的因果關係。
    研究結果顯示,在親職參與上,雙親家庭中母親在育兒勞務及生活規範參與和親子互動參與程度皆高於父親;另一方面,父母在兩類型親職參與的程度也都達到「經常」以上的程度,顯示在家庭經濟及結構改變後,父母親職參與的程度也有所改變。在親職參與、家庭社會經濟背景及幼兒語言發展關係方面,父母親子互動參與及家庭社會經濟背景皆會影響幼兒語言發展,親子互動參與對幼兒語言發展有較高的影響力 (=.26),家庭社會經濟背景對幼兒語言發展的影響力次之(=.23)。
    本研究為首次有系統地對我國36月齡幼兒進行親職參與、社會經濟背景及語言發展影響關係的調查研究。研究結果可以作為國家幼兒語言發展和家庭教育政策的參考,也可以讓父母瞭解如何在幼兒語言發展過程中扮演最佳的角色。後續的研究可以針對不同家庭結構、年齡的幼兒等相關議題做進一步的探討。

    Language develops in an interaction-rich environment, parental involvement by fathers and mothers hence is extremely important in their preschool children's linguistic development. Nevertheless, with the changes in family economics and structure during recent years in Taiwan, parental involvement has also gradually changed. The goal of this study was therefore to investigate the current state of parental involvement and socioeconomic status of two-parent families with 3-year-old children, and examine how to influence their children's language development. This study employed data from the questionnaire survey of the parents of 36-month-old children from the Kids in Taiwan: National Longitudinal Study of Child Development & Care (KIT) database, and selected two-parent families with 3-year-old children as the subjects. After discarding questionnaires with missing values, a 1,815-person sample was obtained. Structural equation modeling was employed to analyze the causal relationship between children's language development and the two factors of parental involvement and families' socioeconomic background.
    Results of this study displayed that, with regard to parental involvement in two-parent families, the mother invariably has a greater level of participation in child-raising, teaching of life rules, and parent-child interaction than the father. Parents' participation reached at least the "frequent" level in the case of two types of parental involvement, and our results indicated that parents' level of parental involvement has evolved with changes in the family structure and family economy. As for the relationship between parental involvement, family socioeconomic background, and children's language development, parents' interaction with their children and family socioeconomic background both affect children's language development. Specifically, parent-child interaction was found to have a relatively high degree of influence on children's language development (=.26), and was followed by family socioeconomic background (=.23).
    This study was the first systematic survey investigating the effect of parental involvement and socioeconomic background on language development in 36-month-old children in Taiwan. Findings of this study can serve to guide child language development and family education policies in Taiwan, and can help parents understand how to play optimal roles in their children's language development. Future research can be conducted to further investigate the effect different family structures and different child ages on language learning.

    第一章 緒論 1 第一節 研究動機 1 第二節 研究目的與問題 5 第三節 名詞釋義 7 第二章 文獻探討 10 第一節 語言發展 10 第二節 親職參與 19 第三節 親職參與對幼兒語言發展的影響 23 第四節 家庭社會經濟背景對幼兒語言發展之影響 26 第五節 小節 28 第三章 研究方法 30 第一節 研究架構 30 第二節 研究假設 33 第三節 研究對象 34 第四節 研究變項與測量 37 第五節 資料分析 39 第四章 研究結果與討論 42 第一節 雙親家庭中親職參與現況及差異分析 42 第二節 雙親家庭中父親及母親親職參與現況及差異分析45 第三節 雙親家庭幼兒語言發展現況分析 50 第四節 雙親家庭社經背景分析 53 第五節 親職參與類型對幼兒語言發展之影響 57 第六節 親子互動參與、家庭社會經濟背景及幼兒語言發展之關聯 63 第五章 結論與建議 67 第一節 結論 67 第二節 研究限制及建議 71 參考文獻 74 附錄 84

    壹、 中文部分
    王天苗、蘇建文、廖華芳、林麗英、鄒國蘇、林世華(1998)。嬰幼兒綜合發展測驗之編製報告。測驗年刊,45,19-46。
    王秋鈴、林素貞(2008)。臺灣地區兒童語言障礙評量現況調查之研究。特殊教育與復健學報,19,1-23。
    王叢桂(2000)。 促進參與父職因素的探討。應用心理研究:父母親的面貌 (臺灣),6,131-172。
    行政院主計處(2019)。107年家庭收支調查報告。臺北:行政院主計總處。
    利翠珊、陳富美(2004)。配偶親職角色的支持與分工對夫妻恩情的影響。本土心理學研究,21,49-83。
    林淑玲(2000)。家庭教育學。臺北:師大書苑。
    汪榮才、汪宇琪(2007)。幼兒語言發展與全語言教學。教育學術彙刊,1(1),51-86。
    林佳慧、劉惠美、張鑑如(2019)。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。教育心理學報,51(1), 135-159。
    周新富(2008)。 社會階級對子女學業成就的影響:以家庭資源為分析架構。臺灣教育社會學研究,8(1),1-43。
    施秀玉(2013)。(家庭共學-親子團體)對親子互動之影響研究。(未出版之碩士論文)。國立屏東師範學院,屏東市。
    孫沛婕、闕郁軒(2011)。幼兒語言發展。臺北:華藤全球數位文化。
    陸莉、劉鴻香(1998)。修訂畢保德圖畫詞彙測驗。臺北:心理。
    張再明(2006)。從父職參與的現況論父職教育的實施。家庭教育雙月刊,4,25-46。
    張鑑如(2019)。幼兒發展調查資料庫建置計畫:36月齡組第一波36月齡(D00168)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。doi:10.6141/TW-SRDA-D00168-2
    黃瑞珍(2007)。國內兒童語言障礙相關之標準化測驗評析。聽語新潮,6-7,105-134。
    黃瑞珍、簡欣瑜、朱麗璇、盧璐(2011)。華語兒童理解與表達詞彙測驗(第二版)。臺北市:心理。
    黃瑞琴(1993)。幼兒的語文經驗。臺北:五南。
    黃瑞琴(1997)。幼兒讀寫萌發課程。臺北:五南。
    殷紅博(1995)。幼兒基礎語言能力訓練。臺北:林鬱。
    漢儀(1995)。親職角色的雙重標準。婦女與兩性研究通訊,34,23-23。
    國立編譯館(主編)(2001)。教育大辭書。臺北:文景。
    劉惠美、張鑑如(2011)。口語和閱讀關連性研究之文獻回顧與展望。教育心理學報, 閱讀專刊,43,251-268。
    劉惠美、陳柏熹、黃秀琦、陳雅雯、張鑑如(2018)。零至六歲嬰幼兒語言發展家長問卷之編製。測驗學刊,65(1),95-123。
    劉惠美、曹峰銘(2010)。華語嬰幼兒溝通發展量表之編製與應用。中華心理衛生學刊,23(4),503-534。
    錡寶香(2009)。兒童語言與溝通發展。臺北:心理出版社。
    饒志堅、賴秀玲、蔡惠華、王玉珍(2003)。我國性別統計及婦女生活地位之國際比較研究。臺北:行政院主計處。

    貳、 外文部分
    Almeida, D. M., & Galambos, N. L. (1991). Examining father involvement and the quality of father-adolescent relations. Journal of Research on Adolescence, 1(2), 155-172.
    Booth, A., & Crouter, A. C. (Eds.). (1998). More than money? Men's contributions to their children's lives. In Men in families: When do they get involved? What difference does it make? (pp. 241– 278). Mahwah, NJ: Erlbaum.
    Barnett, M. A., Gustafsson, H., Deng, M., Mills‐Koonce, W. R., & Cox, M. (2012). Bidirectional associations among sensitive parenting, language development, and social competence. Infant and Child Development, 21(4), 374-393.
    Baruch, G. K., & Barnett, R. C. (1986). Consequences of fathers' participation in family work: Parents' role strain and well-being. Journal of Personality and Social Psychology, 51(5), 983-992. https://doi.org/10.1037/0022-3514.51.5.983
    Barrett, M., Harris, M., & Chasin, J. (1991). Early lexical development and maternal speech: A comparison of children's initial and subsequent uses of words. Journal of Child Language, 18(1), 21-40.
    Biller, H. B., & Kimpton, J. L. (1997). The role of the father in child development. In The father and the school-aged child (pp. 143–161). New York, NY: Wiley.
    Bornstein, M. H., Hahn, C. S., & Putnick, D. L. (2016). Long-term stability of core language skill in children with contrasting language skills. Developmental Psychology, 52(5), 704–716.
    Bruner, J. (1981). The social context of language acquisition. Language & Communication, 1(2), 155-178.
    Brooks–Gunn, J., Han, W. J., & Waldfogel, J. (2002). Maternal employment and child cognitive outcomes in the first three years of life: The NICHD study of early child care. Child Development, 73(4), 1052-1072.
    Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (p.993–1028). New York: Wiley.
    Capone, N. C., & McGregor, K. K. (2004). Gesture development. Journal of Speech, Language, and Hearing Research, 47(1), 173-186.
    Csibra, G., & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13(4), 148-153.
    DeBaryshe, B. D., Binder, J. C., & Buell, M. J. (2000). Mothers’ implicit theories of early literacy instruction: Implications for children's reading and writing. Early Child Development and Care, 160(1), 119-131.
    Dockrell, J. E. (2001). Assessing language skills in preschool children. Child Psychology & Psychiatry Review, 6(2), 74-85.
    Doherty, W. J., Kouneski, E. F., & Erickson, M. F. (1998). Responsible fathering: An overview and conceptual framework. Journal of Marriage and the Family, 60(2), 277-292.
    Dettling, A. C., Parker, S. W., Lane, S., Sebanc, A., & Gunnar, M. R. (2000). Quality of care and temperament determine changes in cortisol concentrations over the day for young children in childcare. Psychoneuroendocrinology, 25(8), 819-836.
    Dollaghan, C. A., Campbell, T. F., Paradise, J. L., Feldman, H. M., Janosky, J. E., Pitcairn, D. N., & Kurs-Lasky, M. (1999). Maternal education and measures of early speech and language. Journal of Speech, Language, and Hearing Research, 42(6), 1432-1443.
    Durham, R. E., Farkas, G., Hammer, C. S., Tomblin, J. B., & Catts, H. W. (2007). Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility, 25(4), 294-305.
    Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2008). School readiness and later achievement. Developmental Psychology, 44(1), 232.
    Ehrenberg, M. F., Gearing-Small, M., Hunter, M. A., & Small, B.J. (2001). Childcare task division and shared parenting attitudes in dual-earner families with young children. Family Relations, 50(2), 143-154.
    Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33(3), 464-497.
    Fenson, L., Dale, P., Reznick, S., Thal, D., Bates, E., Hartung, J., Pethick, S., & Reilly, J.(1993). MacArthur Communicative Development Inventories: User’s guide and technical manual. Baltimore, CA: Singular.
    Fish, M., & Pinkerman, B. (2003). Language skills in low-SES rural Appalachian children: Normative development and individual differences, infancy to preschool. Journal of Applied Developmental Psychology, 23(5), 539-565.
    Flouri, E., & Buchanan, A. (2004). Early father's and mother's involvement and child's later educational outcomes. British Journal of Educational Psychology, 74(2), 141-153.
    Foorman, B. R., Koon, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades. Journal of Educational Psychology, 107(3), 884-899.
    Golinkoff, R. M., Can, D. D., Soderstrom, M., & Hirsh-Pasek, K. (2015). (Baby) talk to me: The social context of infant-directed speech and its effects on early language acquisition. Current Directions in Psychological Science, 24(5), 339-344.
    Grossmann, T., & Johnson, M. H. (2007). The development of the social brain in human infancy. European Journal of Neuroscience, 25(4), 909-919.
    Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B). Washington, DC: Child Trends.
    Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H.
    Hohm, E., Jennen-Steinmetz, C., Schmidt, M. H., & Laucht, M. (2007). Language development at ten months: Predictive of language outcome and school achievement ten years later? European Child & Adolescent Psychiatry, 16(3), 149-156.
    Hoff, E., Laursen, B., Tardif, T., & Bornstein, M. (2002). Socioeconomic status and parenting. Handbook of Parenting: Biology and Ecology of Parenting, 8(2), 231-252.
    Hoff, E. (1991). Mother‐child conversation in different social classes and communicative settings. Child Development, 62(4), 782-796.
    Hoff, E. (1998). The relation of birth order and socioeconomic status to children's language experience and language development. Applied Psycholinguistics, 19(4), 603-629.
    Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378.
    Hoghughi, M., & Speight, A. N. P. (1998). Good enough parenting for all children-a strategy for a healthier society. Archives of Disease in Childhood, 78(4), 293-296.
    Ingram, D. (1991). Review of the white paper on language policy in australia: australia's language-the australian language and literacy policy. Journal of the Australian Modern Language Teachers' Associations, 26(3), 4-14.
    Jeon, H. J., Peterson, C. A., & DeCoster, J. (2013). Parent–child interaction, task-oriented regulation, and cognitive development in toddlers facing developmental risks. Journal of Applied Developmental Psychology, 34(6), 257-267.
    Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713–727.
    Klee, T., Carson, D., Gavin, W., Hall, L., Kent, A., & Reece, S. (1998). Concurrent and predictive validity of an early language screening program. Journal of Speech, Language and Hearing Research, 41(3), 627-641.
    Kohn, M. L. (1963). Social class and parent-child relationships: An interpretation. American Journal of Sociology, 68(4), 471-480.
    Law, J., Garrett, Z., & Nye, C. (2003). Speech and language therapy interventions for children with primary speech and language delay or disorder (Cochrane Review). The Cochrane Library, (3), 1-30.
    Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627.
    Lamb, M. E., Pleck, J. H., Charnov, E. L., & Levine, J. A. (1987). A biosocial perspective on paternal behavior and involvement. In J. B. Lancaster, J. Altman, A. S. Rossi, & L. R. Sherrod (Eds.), Parenting across the life span: Biosocial dimensions (pp.11 -142). Hawthorne, NY: Aldine de Gruyter.
    Mason, J. M., & Allen, J. (1986). A Review of emergent literacy with Implications for research and practice in Reading. Review of Research in Education, 13(1), 3-47.
    McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.
    McBride, B. A., & Rane, T. R. (1998). Parenting alliance as a predictor of father involvement: An exploratory study. Family Relations, 47(3), 229-236.
    McMurray, B. (2007). Defusing the childhood vocabulary explosion. Science, 317(5838), 631.
    McBride, B. A., & Mills, G. (1993). A comparison of mother and father involvement with their preschool age children. Early Childhood Research Quarterly, 8(4), 457-477.
    Marsiglio, W., Amato, P., Day, R. D., & Lamb, M. E. (2000). Scholarship on fatherhood in the 1990s and beyond. Journal of Marriage and Family, 62(4), 1173-1191.
    Miller, J. (1981). Assessing language production in children. Baltimore, MD: University Park Press.
    Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., & Schork, N. J. (2015). Family income, parental education and brain structure in children and adolescents. Nature Neuroscience, 18(5), 773-778.
    Oller, D.K., & Eilers, R. (Eds.) (2002). Language and literacy in bilingual children. Clevedon, UK: Multilingual Matters.
    Palm, G. & Fagan, J. (2008). Father involvement in early childhood programs: Review of the literature. Early Child Development and Care, 178 (7-8), 745-759.
    Pancsofar, N., & Vernon-Feagans, L. (2006). Mother and father language input to young children: Contributions to later language development. Journal of Applied Developmental Psychology, 27(6), 571-587.
    Pleck, J. (2010). Paternal involvement: Revised conceptualization and theoretical linkages with child outcomes. In M.E. Lamb (Ed.), The role of the father in child development (pp. 58– 93). Hoboken, NJ: John Wiley & Sons.
    Reardon, S. (2011). The widening achievement gap between the rich and the poor: New evidence and possible explanations. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools and children's life chances (pp. 91– 116). New York: Russell Sage.
    Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166.
    Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford university press.
    Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. UK: Oxford university press.
    Shanahan, T., & Lonigan, C.J. (Eds.) (2013). Early childhood literacy: The National early literacy panel and beyond. Baltimore, MD: Paul H. Brookes.
    Starrels, M. E. (1994). Husbands' involvement in female gender-typed household chores. Sex Roles, 31(7-8), 473-491.
    Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
    Taanila, A., Murray, G. K., Jokelainen, J., Isohanni, M., & Rantakallio, P. (2005). Infant developmental milestones: A 31-year follow-up. Developmental Medicine & Child Neurology, 47(9), 581-586.
    Tannock, R., Girolametto, L., & Siegel, L. S. (1992). Language intervention with children who have developmental delays: Effects of an interactive approach. American Journal of Mental Retardation, 97(2), 145-160.
    Thomas, M. S. C., Forrester, N. A., & Ronald, A. (2013). Modeling socioeconomic status effects on language development. Developmental Psychology, 49(12), 2325-2343.
    Topping, K., Dekhinet, R., & Zeedyk, S., (2013). Parent-infant interaction and children’s language development. Educational Psychology, 33(4), 391-426.
    Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge, UK: Cambridge University Press.
    Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.

    無法下載圖示 電子全文延後公開
    2025/09/30
    QR CODE