Linking Home Learning Environment With Self-regulated Learning Strategies In Kindergarten Children Of Senior Class

Recently,approaches to learning of young children have motivated preschool educators and researchers to pay more attention to "how to learn" rather than "what to learn".As an effective way of learning,Self-regulated learning is of great value to lifelong learning and individual development.How to develop children's self-regulated learning strategies has become the focus of research.Studies have focused more on cultivating children's self-regulated learning strategies in the kindergarten learning environment,and the home learning environment has been neglected.However,as the micro-system of children,the family is inextricably linked to the development of young children.Therefore,the present study focuses on the relationship between the family learning environment and their self-regulated learning strategies of kindergarten children in senior class.It explores the relationship between the two,enriches the relevant theories,and provides advice for families.72 kindergarten children and their parents in a public kindergarten in Wuhan are the sample of the study.On one hand,children's self-regulated learning strategies are observed and assessed by creating task situations,Using the "Strategic Behavior Observation Scale" compiled by Dermitzaki in 2005.On the other hand,ask young children's mothers to report on their home learning environment according to the"Children's Home Learning Environment Questionnaire" compiled by the author based on Li Yanfang&Li Yanwei's.The correlation between family learning environment and self-regulated learning strategies was obtained through Pearson correlation analysis.The explanatory power of home learning environment to self-regulated learning strategies was obtained through the simultaneous regression analysis.The results of the correlation analysis indicate that both home learning resources and home learning activities showed a significant positive correlation with the overall strategies of self-regulated learning.Parental scaffolding was significantly negatively related to the overall self-regulated learning strategies.Rich life experiences and family learning atmospheres are not significantly related to the self-regulated learning strategies.The results of the regression analysis show that the five dimensions of the home learning environment can generally explain the 29%change in the self-regulated learning strategy.That is to say,it has a lower-middle degree of influence on the self-regulated strategies of children in senior classes.In each dimension,home learning activities have the highest explanatory power for self-regulated learning strategies.Parental scaffolding has the second highest explanatory power for children's self-regulated learning strategies.But home learning resources have only a low and insignificant explanatory power for children's self-regulated learning strategies.Based on the results,the following recommendations are made for families to enhance children's self-regulated learning strategies.First,carry out various home learning activities with young children.Enhance motivational/volitional strategies through more learning-like activities,and promote cognitive and metacognitive strategies through more game-like activities.Second,we must prudently provide scaffolding for young children,in appropriate time and proper way.Third,provide children with a wealth of home learning resources based on children's interests and abilities.