| Based on existing research literature and relevant educational policies,parent involvement as an important factor affecting preschool children’s learning and development has received extensive attention.Vocabulary and reading comprehension lay the foundation for the later learning and development of preschool children,they learn vocabulary and basic reading comprehension skills are necessary for their later success in school.Based on Bronfenbrenner’s theory of the ecology of human development,this study explored the current status of parent involvement and its relationship with young children’s vocabulary and reading comprehension.203 young children and their parents in Jingbian County,Yulin City were selected as the research objects.The Family Involvement Questionnaire Short Form(FIQ-SF)created by Fantzzon et al.in 2013 was used to investigate parent involvement.The Peabody Picture Vocabulary Test(PPVT-R)was used to measure young children’s vocabulary level and referred to the method outlined by Paris to assess young children’s reading comprehension competence.This paper mainly discusses the following research issues: to investigate the status quo of young children’s parent involvement,and on this basis,to explore the characteristics of parent involvement and young children’s vocabulary level and reading comprehension development from the aspects of family social economic status,young children’s characteristics(such as age,whether they are the only child or not).Finally,to examine the relationship between parent involvement and young children’s vocabulary and reading comprehension competence.The results were as follows:1.The involvement scores of fathers and mothers in all dimensions were consistent,both of which have higher scores in school-based involvement and home-based involvement,and the lowest scores in home-school conferencing.2.The scores of father involvement in all dimensions are significantly lower than that of mother involvement.3.Among the mother involvement dimensions,home-school conferencing significantly negatively predicted young children’s reading comprehension competence,while the schoolbased involvement were not a significant predictor of young children’s reading comprehension competence,as to home-based involvement,it had no significant correlation with young children’s reading comprehension competence.In addition,father involvement in all dimensions also had no significant correlation with young children’s reading comprehension competence.4.There was no significant correlation between mother involvement in all dimensions and young children’s vocabulary level,so was father involvement.5.Young children’s vocabulary level and mother home-school conferencing played a partial mediating role in the relationship between family socioeconomic status(SES)and young children’s reading comprehension competence. |
