幼兒家庭環境與認知能力及語言能力之相關研究

A Study on the Relationship Among the Family Environment, Cognitive Ability and Language Ability of Young Children

本研究旨在了解36月齡組幼兒家庭環境與其認知能力及語言能力間的關係，以及家庭環境對其認知能力及語言能力的預測情形。以「臺灣幼兒發展調查資料庫」（Kids in Taiwan: National Longitudinal Study Child Development & Care, KIT）36月齡組中1,615位幼兒資料中家長問卷的「認知發展問卷」、「語言發展問卷」及「家庭問卷」，採Pearson積差相關及階層迴歸分析進行分析。結果發現：一、在控制幼兒性別及家庭社經地位後，10項家庭環境因素中對認知能力解釋力的重要程度，依序為：「學習刺激」、「語文環境與口語互動」、「學習材料」、「條件式管教」、「每次唸書的時間」等五個變項，共可解釋認知能力整體變異的27.6%。二、在控制幼兒性別及家庭社經地位後，10項家庭環境因素中對語言能力解釋力的重要程度，依序為：「學習刺激」、「語文環境與口語互動」、「學習材料」、「適合孩子年齡閱讀書的數量」及「條件式管教」等五個變項，共可解釋語言能力整體變異的26.6%。

The purpose of this study was to exam the relation among family environment, cognitive ability and language ability. The data used in this study were from the Kids in Taiwan: National Longitudinal Study of Child Development & Care(KIT), which surveyed at 2016. The selected samples comprised 1615 parents with 3-year-old children. The study used Pearson product-moment correlation and hierarchical regression analysis by SPSS 20 software. The results indicated the following findings : (1) After controlling children’s gender and SES, the explanatory power of the ten family environment factors for cognitive ability is as follows : Learning Stimulus, Language Environment and Oral Interaction, Learning Materials, Punitive Parenting, Reading Time. Total of 27.6% of the overall variation in cognitive ability can be explained. (2) After controlling children’s gender and SES, the explanatory power of the ten family environment factors for language ability is as follows : Learning Stimulus, Language Environment and Oral Interaction, Learning Materials, Number of books suitable for children’s age, Punitive Parenting. Total of 26.6% of the overall variation in language ability can be explained.