Research On The Current Situation Of Language Development Of Shanghai Migrant Pre-school Children

As one of China's economy the most developed city,Shanghai is China's most populous city of the floating population,the flow of the flow of pre-school children as a special group,because of family and the environment,their ability to learn compared with their peers are in a weak position,more likely to be "poor student" in the primary and secondary schools,and the difference of this kind of learning ability often is already under way in pre-school stage.Pre-school stage is a critical period for language development.Vocabulary,narrative and reading comprehension are important aspects of pre-school children's language ability and the basis of language learning ability development.In the pre-school stage,education means are adopted to promote the early language development of migrant pre-school children,so as to help them better adapt to the learning life and develop various learning abilities after entering the primary school.This study of Shanghai urban and rural integration of 5 different types of kindergarten(1 public garden,3 public secondary garden,a private garden)level 3 300 flow and local children aged 4 to 6 as the research object,through the Peabody picture vocabulary test(PPVT-III)test children's understanding of vocabulary development,through the Chinese revision of expressive vocabulary test(EVT)survey the expressive vocabulary development of children,through the standardization of Edmonton narrative structure of the test tool(ENNI)survey children development and reading comprehension,and the flow and to compare the local children's language development.The findings are as follows :(1)the language ability of migrant pre-school children from 4 to 6 years old continues to develop significantly;(2)the language development of migrant pre-school children aged 4-6 follows a similar pattern to that of local children and is at the same level;(3)mobile pre-school children lag behind local children in comprehensive reasoning in reading comprehension.On this basis,this study puts forward the following educational Suggestions: 1.Focus on age differences in language development of migrant pre-school children.2.Appropriately increase family capital investment to deepen parents' understanding of school preparation.3.According to the reading comprehension content of different levels,guide the migrant pre-school children to observe pictures in a targeted way.