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題名 幼兒園就學情形與幼兒發展
Preschool Attendance and Child Development Outcome作者 絲任節
Szu, Jen-Chieh貢獻者 蘇昱璇
Su, Yu-Hsuan
絲任節
Jen-Chieh Szu關鍵詞 幼兒園
兒童發展
固定效果模型
preschool
child development
fixed effects model日期 2024 上傳時間 4-Oct-2024 10:31:49 (UTC+8) 摘要 本研究探討台灣 3 至 5 歲幼兒就讀幼兒園對其認知、語言、社會情感及 體能發展的影響。研究利用「臺灣幼兒發展調查資料庫」(KIT)數據，採用普 通最小平方法(OLS)與固定效果(FE)模型，分析家長填答之各項發展指標 問卷。研究結果顯示，幼兒園就讀與幼兒早期讀寫能力呈正相關，此效應在家 境較佳的幼兒身上更為顯著。此外，幼兒園環境與活動對促進特定發展領域有 顯著的影響。研究亦發現，幼兒園就讀第一年的影響最大，之後效益遞減。本 研究凸顯台灣早期教育的重要性，未來研究可深入探討幼兒園就讀影響兒童發 展的具體機制，並探究早期教育經驗對後續學業及人生發展的長期影響。
This study investigates the impact of preschool attendance on the cognitive, language, social-emotional, and physical development of children aged 3 to 5 in Taiwan. Utilizing data from the “Kids in Taiwan: National Longitudinal Study of Child Development and Care” (KIT), the research employs ordinary least squares (OLS) and fixed effects (FE) models to analyze parental questionnaire responses on various developmental indicators. The findings reveal that preschool attendance is positively associated with emergent literacy skills, with the effect being more pronounced for children from higher-income families. Additionally, the preschool environment and activities are found to be statistically effective in promoting specific developmental domains. The study also finds that the first year of preschool attendance is most impactful, with diminishing returns for subsequent years. This study highlights the importance of early education in Taiwan. 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Social–Emotional Competence as a Predictor of Early Numeracy Skills. Early Education and Development, 1-17. 描述 碩士
國立政治大學
國家發展研究所
111261015資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111261015 資料類型 thesis dc.contributor.advisor 蘇昱璇 zh_TW dc.contributor.advisor Su, Yu-Hsuan en_US dc.contributor.author (Authors) 絲任節 zh_TW dc.contributor.author (Authors) Jen-Chieh Szu en_US dc.creator (作者) 絲任節 zh_TW dc.creator (作者) Szu, Jen-Chieh en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-Oct-2024 10:31:49 (UTC+8) - dc.date.available 4-Oct-2024 10:31:49 (UTC+8) - dc.date.issued (上傳時間) 4-Oct-2024 10:31:49 (UTC+8) - dc.identifier (Other Identifiers) G0111261015 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153897 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 國家發展研究所 zh_TW dc.description (描述) 111261015 zh_TW dc.description.abstract (摘要) 本研究探討台灣 3 至 5 歲幼兒就讀幼兒園對其認知、語言、社會情感及 體能發展的影響。研究利用「臺灣幼兒發展調查資料庫」(KIT)數據，採用普 通最小平方法(OLS)與固定效果(FE)模型，分析家長填答之各項發展指標 問卷。研究結果顯示，幼兒園就讀與幼兒早期讀寫能力呈正相關，此效應在家 境較佳的幼兒身上更為顯著。此外，幼兒園環境與活動對促進特定發展領域有 顯著的影響。研究亦發現，幼兒園就讀第一年的影響最大，之後效益遞減。本 研究凸顯台灣早期教育的重要性，未來研究可深入探討幼兒園就讀影響兒童發 展的具體機制，並探究早期教育經驗對後續學業及人生發展的長期影響。 zh_TW dc.description.abstract (摘要) This study investigates the impact of preschool attendance on the cognitive, language, social-emotional, and physical development of children aged 3 to 5 in Taiwan. Utilizing data from the “Kids in Taiwan: National Longitudinal Study of Child Development and Care” (KIT), the research employs ordinary least squares (OLS) and fixed effects (FE) models to analyze parental questionnaire responses on various developmental indicators. The findings reveal that preschool attendance is positively associated with emergent literacy skills, with the effect being more pronounced for children from higher-income families. Additionally, the preschool environment and activities are found to be statistically effective in promoting specific developmental domains. The study also finds that the first year of preschool attendance is most impactful, with diminishing returns for subsequent years. This study highlights the importance of early education in Taiwan. Future research could delve into the specific mechanisms through which preschool attendance influences child development and explore the long-term impacts of early educational experiences on subsequent academic and life outcomes. en_US dc.description.tableofcontents 謝辭 i 摘要 ii Abstract iii Table of Contents iv Chapter 1 Introduction 1 1.1 Background 1 1.2 Importance of Early Intervention 4 1.3 Research Aim 5 1.4 Research Questions 6 2 Literature Review 7 2.1 Theoretical Framework 7 2.2 Early Intervention 10 2.3 Preschool Education 12 2.3.1 Context of Preschool Studies 12 2.3.2 Context of Preschool in Taiwan 14 2.3.3 Preschool School Studies in Taiwan 15 2.4 Child Development 16 2.4.1 Cognitive Development 16 2.4.2 Child Language Development 17 2.4.3 Social Development 20 2.4.4 Emotional Development 21 2.4.5 Child Motor Development 23 2.5 Large Longitudinal Databases Related Studies 24 2.6 KIT-Related Studies 25 2.7 Preschool & Child Development 28 3 Methodology 31 3.1 Data 31 3.2 Variables 32 3.2.1 Dependent Variables 32 3.2.2 Independent Variables 34 3.2.3 Other Variables 35 3.3 Empirical Strategy 37 3.4 Descriptive Statistics 39 4 Results 46 5 Discussion 66 5.1. Summary of Key Findings 66 5.2. Interpretations 67 5.3. Implications 68 5.4. Limitations 71 6 Conclusions 73 References 75 zh_TW dc.format.extent 1555881 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111261015 en_US dc.subject (關鍵詞) 幼兒園 zh_TW dc.subject (關鍵詞) 兒童發展 zh_TW dc.subject (關鍵詞) 固定效果模型 zh_TW dc.subject (關鍵詞) preschool en_US dc.subject (關鍵詞) child development en_US dc.subject (關鍵詞) fixed effects model en_US dc.title (題名) 幼兒園就學情形與幼兒發展 zh_TW dc.title (題名) Preschool Attendance and Child Development Outcome en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) References: Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Normand, J., Carande-Kulis, V. G., & Services, T. F. o. C. P. (2003). The effectiveness of early childhood development programs: A systematic review. American journal of preventive medicine, 24(3), 32-46. Bailey, D., Duncan, G. J., Odgers, C. L., & Yu, W. (2017). 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