Abstract: Objective To investigate the effect of maternal education level on the vocabulary development of preschool children,and to analyze the mediating role of maternal language scaffolding in the relationship between maternal education level and vocabulary development,in order to provide theoretical evidence for intervention of children with language development retardation. Methods Totally 490 mothers were asked to complete the Questionnaire of Maternal Education Level,the Vocabulary Tests and the Questionnaire of Maternal Language Scaffolding in November 2017.All data were analysed by Anova One-way and relevance analysis. Results 1) There were positive correlations among maternal education level,maternal language scaffolding and children's vocabulary development in the pairwise analysis(r=0.28,0.26,0.31,P<0.001). 2)Maternal education level could significantly predict children's vocabulary development(F=36.63,40.68,t=6.05,6.38,P<0.01). Maternal language scaffolding played a mediation role between maternal education level and children's vocabulary development (ab/c=29.07%). Conclusion Maternal education level would affect preschool children's vocabulary development via maternal language scaffolding.

Key words: vocabulary development, maternal language scaffolding, maternal education level

摘要： 目的 分析母亲受教育水平对幼儿词汇发展的影响以及母亲日常教养中语言支架特征的中介作用,为语言发育迟缓儿童家庭治疗干预提供理论依据。方法 2017年11月采用母亲受教育水平调查问卷、母亲语言支架特征问卷、幼儿表达性词汇核查表对490名幼儿母亲进行调查,对数据采用方差分析和相关性分析。结果 1)母亲受教育水平、母亲语言支架特征和幼儿表达性词汇发展两两显著正相关(r=0.28,0.26,0.31,P<0.001)。2)母亲的受教育水平能够显著正向预测母亲日常教养中的语言支架特征和幼儿的词汇发展水平,回归方程与回归系数均具有统计学意义(F=36.63,40.68;t=6.05,6.38,P<0.01),其中母亲语言支架特征在两者间有显著的部分中介效应,中介效应量ab/c=29.07%。结论 母亲受教育水平通过母亲语言支架特征影响幼儿词汇发展。

关键词: 幼儿词汇发展, 母亲语言支架, 母亲受教育水平