Relationship Between Preschool Environmental Quality And Children Language Development Level

Improving quality of preschool education is the theme of early childhood education reform and development. What kind of education evaluation theory,technology and methods of early childhood education should be used to evaluate the quality of education, which is the new and important topic that our early childhood education development is facing. The paper from the perspective of process quality, takes environmental quality as an indicator to evaluate the quality of preschool education. The research aims to understand the present situation of preschool education environment quality, and its effect on quality of preschool education result (early childhood development level). The paper analyzes the characteristics of environment quality of preschool education and children language development level, the correlation between them, and explores the influence mechanism of environment quality of preschool education on children language development level. The research selects 36 preschools and 517 classes'children as research subjects by purpose sampling in Zhejiang province, and tests the environment quality of preschool education and children language development level by using Chinese Preschool Education Environmental Quality Assessment Scale (Second Edition) and Children's School Readiness Assessment—Language Learning. Then the paper takes data analysis and statistics by means of descriptive statistics, independent sample t-test and correlation analysis, regression analysis and other methods. The main conclusions of this study are as follows: First, Being confined by the unreasonable structure of investment, the quality within the preschool educational environment is not balanced:the quality of physical environment and daily activities, which are deeply impacted by material conditions, is relatively high. However, the quality of curricular and interpersonal interaction, which are relatively closed to teachers'qualifications and teaching management, is relatively low. According to it, children's language development at the microscopic level performance that "reading skills" and "symbol sense " which reflect the knowledge of "print" and the ability of memorizing the words is relatively high, while, the ability to talk and tell according to pictures, which has a close relationship with interpersonal interaction is relatively low.Second, Being confined by factors, such as society, economy, culture, investments in education and teachers'qualifications, the quality of teaching environment and children's language development level are divergent between rural and urban preschools and among preschools with different financial input and management systems and the differences are with identical discrepancy. In details, the quality of educational environment and the level of children's language development in urban preschools are significantly higher than in rural; the quality of educational environment and the level of children's language development in state-run preschools are also significantly higher than in private.Third, There is a close relationship between the quality of preschool educational environment and children's language development level. First, whether at the macro or micro level, there exists significant positive correlation between educational environment and children's language development level, the higher the quality of educational environment, the higher of children's language development level. Secondly, regression analysis showed that the preschool education environment quality can effectively predict the development of preschool children's language level and the quality of educational environment can explain 33.5% variation of the children language development level. Physical environment, curricular, interpersonal interactions are valid predictors. Among them, interpersonal interaction plays the biggest role in children's language development.Finally, based on the findings, the paper offers some suggestions for education authorities, the head of the preschool and preschools teachers.