幼兒數概念之發展與家庭學習環境的長期影響

Abstract

數概念是幼兒早期認知發展的核心基礎，亦為預測其未來學業成就的重要指標。本研究關注影響幼兒數概念發展的關鍵因素，特別是家庭學習環境、就讀幼兒園與性別等背景條件。透過實證分析，了解幼兒數概念成長軌跡及性別的差異，並呈現家庭學習環境及就讀幼兒園如何分別影響幼兒數概念。本研究採用「臺灣幼兒發展調查資料庫（KIT）」第一至第三波（36月齡至60月齡）共1,745位樣本，運用潛在成長曲線模型進行分析。研究結果支持幼兒數概念隨時間穩定成長的假設，顯示其具可塑性與發展潛力。也發現，家庭學習環境對幼兒數概念的起始點具有顯著影響，性別與是否就讀幼兒園亦為重要因素，此結果與Bronfenbrenner的生態系統理論相符，強調家庭、學校等多層次環境對幼兒發展的重要影響，反映幼兒數概念的形成是個體與環境共同作用的發展歷程。由此建議教育實務應重視幼兒數概念的發展，並強化家庭數學素養與親職教育介入，重視不同月齡開始接受幼兒園教育所帶來的學習差異。建議後續研究可進一步運用資料庫中多元背景變項，探究環境脈絡對不同性別幼兒數概念的影響，延伸追蹤至學齡階段，以建構長期且具實證基礎的教育介入模式。Early Number Concepts serve as a foundational core of early cognitive development in young children and are recognized as significant predictors of future academic achievement. This study focuses on identifying key factors that influence the development of Early Number Concepts, particularly the role of the home learning environment, preschool attendance, and gender as background conditions. Through empirical analysis, the research explores the developmental trajectory of Early Number Concepts and gender differences, while also examining how the home learning environment and preschool attendance independently affect Early Number Concepts.The study utilizes data from the Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT), specifically waves one to three (from 36 to 60 months of age), with a total of 1,745 participants. A latent growth curve model was employed to analyze the data. Results support the hypothesis that Early Number Concepts develop steadily over time, suggesting their plasticity and developmental potentialFindings indicate that the home learning environment significantly affects the starting point of children's Early Number Concepts, while gender and preschool attendance are also influential factors. These results align with Bronfenbrenner’s ecological systems theory, emphasizing the importance of multi-layered environments such as family and school in early childhood development. The findings underscore that the formation of Early Number Concepts results from dynamic interactions between individuals and their environments. Educational practice is therefore advised to value development of Early Number Concepts and to strengthen family mathematical literacy and parenting interventions. Special attention should also be paid to the learning disparities arising from different starting ages of preschool education. Future research is recommended to utilize the rich background variables available in the dataset to further explore the gender difference of contextual effects on Early Number Concepts and to extend the follow-up into school-age stages in order to establish a long-term, evidence-based educational intervention model.