Study On The Relationship Between Family Environment And Learning Quality Of 4-6-Year-Old Children In Urban And Rural Areas

Having good learning qualities in young children plays a great role in their overall development and even lifelong learning.Since September 2012,when the Ministry of Education promulgated the guidelines for Learning and Development of Children Aged 3-6（hereinafter referred to as the guidelines）,the learning quality of young children has begun to receive attention from early childhood education reform.Through a review and combing of literature,the author found that various factors of the family environment have a great influence on the development of young children’s learning quality.Additionally,prior studies have illustrated that4-6-year-old urban children are better than their rural counterparts in different dimensions of learning quality.Nevertheless,there is a paucity of research in literature about the family environment and learning quality in urban and rural children.Based on the ecosystem theory of Bronfen Brenner,it is apparent that the family is a microscopic system for the survival and development of young children,and it plays a crucial role in all aspects of children’s development.For this purpose,this study focuses to the relationship between the family environment and the learning quality of 4-6-year-old children in urban and rural areas,and analyzes the relationship between the two and the family environment factors that affect the learning quality of young children.This study used questionnaires and surveys to investigate the learning quality of4-6-year-old children and their home environment in urban and rural areas of x district,Kunming;used interviews to understand the overall perception of parents of urban and rural children about learning quality;and finally used statistical software to analyze the study and came to the following conclusions.1.The development of learning quality of 4-6-year-old children in urban and rural areas is uneven.There are significant differences between urban and rural 4-6-year-old regarding gender,age,geographic location and type of caregiver;there are significant differences in learning quality between 4-6-year-old in two different learning forms: boarding and day school.And the learning quality of day-school children is better than boarding children;there is no significant difference in learning quality between urban and rural 4-6-yea-old in terms of family structure.2.Family socioeconomic status is significantly and positively correlated with reflection and explanation,creativity and invention in rural 4-6-year-old children;the resources of family books are significantly and positively correlated with curiosity and interest,initiative,persistence and attention of rural 4-6-year-old children;the number of educational toys at home is significantly and positively correlated with curiosity and interest,initiative,persistence and attention,reflection and explanation,creativity and invention of rural 4-6-year-old children.There is significant positive correlation between family multimedia educational resources and curiosity and interest,initiative,reflection and explanation of rural 4-6-year-old children;there is significant positive correlation between intimacy and reflection and explanation of rural 4-6-year-old children;there is significant negative correlation between ambivalence and the curiosity and interest of 4-6-year-old rural children;there is significant positive correlation between time investment in home education and persistence and attention,reflection and explanation,and creation and invention of rural 4-6-year-old children.3.Family socioeconomic status is significantly and positively relevant to urban4-6-year-old reflection and explanation;the resources of family books are significantly and positively related to urban 4-6-year-old curiosity and interest,and initiative;the number of educational toys for family and family multimedia educational resources are significantly and positively related to urban 4-6-year-old reflection and explanation,creation and invention;knowledge is significantly and positively related to urban 4-6-year-old curiosity and interest,initiative,reflection and explanation,and creation and invention;the time investment of family education is significantly and positively correlated with urban 4-6-year-old initiative,persistence and attention,reflection and explanation,and creation and invention.4.Family socioeconomic status significantly predicted reflection and explanation and creation and invention in rural 4-6 year olds;the resources of family books significantly can predict the curiosity,interest and initiative of rural aged 4-6 years;family multimedia educational resources significantly foretell reflection and explanation of rural 4-6-year-old;the number of educational toys at home significantly predicts creation and invention of rural aged 4-6 years.Paradoxical properties significantly and negatively forecast curiosity and interest in rural 4-6-year-old;the time investment in family education significantly predicted persistence and attention,reflection and explanation,and creativity and invention in rural 4-6-year-old.5.Family book resources significantly forecast urban 4-6-year-old curiosity and interest and initiative;family multimedia educational resources significantly predict urban 4-6-year-old reflection and explanation;the number of the time investment of family education in education and family multimedia educational resources significantly foresaw urban 4-6-year-old creation and invention;knowledge performance significantly can predict urban 4-6-year-old curiosity and interest,initiative,reflection and explanation,and creativity and invention;and time investment in family education significantly foretells urban 4-6-year-old initiative,reflection,and explanation.Based on the above findings and by analyzing the possible reasons for the results,this study makes the following recommendations at the levels of family,school,and government,respectively.For families: set up role models and create a good family atmosphere;increase time investment in education and enrich the resources of family culture;increase time investment in family education and enhance the function of family education;for schools: strengthen the construction of the kindergarten teacher teams and enhance educators’ knowledge and cultural literacy;pour attention into the cooperation of the trinity of home,garden and community to bring into play educational synergy;carry out parenting education and increase close interaction between home and family;for the government: pay attention to urban and rural culture and create a fair environment for urban and rural education;implement compensatory education to narrow the gap between urban and rural education.