幼兒認知發展階層化現象的影響機制：遊戲、閱讀與課室專注力的作用

The Influential Mechanism on Education Stratification of Young Children’s Cognition Development: The Roles of Playing, Reading, and Class Concentration

幼兒教育是個人學習成長的基礎，也是個人啟蒙的關鍵階段。但許多低社經家庭幼兒可能在此階段已蒙受發展不利的影響，而與同儕在認知表現有所落差，形成明顯的教育階層化現象。因此，探究影響幼兒教育階層化的可能影響因素是重要的研究問題。與過去常見從家庭教育資本進行探討不同的是，本研究主要是從遊戲與閱讀參與切入，並關注這些活動參與對幼兒專注力的作用，以及這些變項是否是造成幼兒認知發展有明顯階層化的因素。由於國內相關研究相當有限，更顯示本研究的重要性。本研究分析結果顯示，課室專注力會正向影響幼兒認知發展，而遊戲社會合作的程度愈高，閱讀愈積極，會提高課室專注力，並有利於認知發展。更重要的是，出身愈貧困，與家長教育程度愈低之家庭，愈少去閱讀，課室專注力也愈差，進而造成其認知發展與其他家庭幼兒的明顯差距。

Early childhood education is the base for personal learning and growth. It is also the critical stage for personal elementary development. But many children may have lower cognitive than their classmates because the low socioeconomic status of these families affects the cognitive development at this stage, which causes obvious situation of early childhood education stratification. Thus, it is the key research project studying the potential impact factors on the stratification of early childhood cognitive. Comparing to previous studies which usually focus on the view of education capitals to families, our main research approach is studying the activities such as playing games and reading people attaching great importance to currently, and focusing on the role of participating these activities in the child’s concentration for further exploring whether these variables are factors that cause obvious cognitive stratification, then proposing theoretical model as well as verification accordingly. Since Taiwan’s current research results in this area are quite limited, it shows the importance of relevant research. The results of this study show that classroom concentration has the very positive effect on children’s cognitive development. When children play games more cooperating with the group or read more actively, it will improve classroom focus and contribute to the development of cognitive better. More importantly, if children are in lower income families or their parents attained lower levels of educational, they tend to read less, and also have the worse classroom concentration. As a result, these children show the obvious gap of cognitive compared with children from better families.