Analysis of influencing factors on the development of Chinese phonological awareness among 298 preschool children in Nanjing

WANG Xiuhong; YAO Mengmeng; ZHANG Lei; GUO Yanru; WANG Jingyu; ZHANG Jialin; ZHANG Yue; WANG Cai; CHI Xia

doi:10.16766/j.cnki.issn.1674-4152.003462

Volume 22 Issue 4

Apr. 2024

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Article Navigation > Chinese Journal of General Practice > 2024 > 22(4): 609-613

WANG Xiuhong, YAO Mengmeng, ZHANG Lei, GUO Yanru, WANG Jingyu, ZHANG Jialin, ZHANG Yue, WANG Cai, CHI Xia. Analysis of influencing factors on the development of Chinese phonological awareness among 298 preschool children in Nanjing[J]. Chinese Journal of General Practice, 2024, 22(4): 609-613. doi: 10.16766/j.cnki.issn.1674-4152.003462

Citation:

WANG Xiuhong, YAO Mengmeng, ZHANG Lei, GUO Yanru, WANG Jingyu, ZHANG Jialin, ZHANG Yue, WANG Cai, CHI Xia. Analysis of influencing factors on the development of Chinese phonological awareness among 298 preschool children in Nanjing[J]. Chinese Journal of General Practice, 2024, 22(4): 609-613. doi: 10.16766/j.cnki.issn.1674-4152.003462

Citation:

WANG Xiuhong, YAO Mengmeng, ZHANG Lei, GUO Yanru, WANG Jingyu, ZHANG Jialin, ZHANG Yue, WANG Cai, CHI Xia. Analysis of influencing factors on the development of Chinese phonological awareness among 298 preschool children in Nanjing[J]. Chinese Journal of General Practice, 2024, 22(4): 609-613. doi: 10.16766/j.cnki.issn.1674-4152.003462

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Analysis of influencing factors on the development of Chinese phonological awareness among 298 preschool children in Nanjing

doi: 10.16766/j.cnki.issn.1674-4152.003462

WANG Xiuhong^{1, 2}
, YAO Mengmeng¹
, ZHANG Lei¹
, GUO Yanru^{1, 2}
, WANG Jingyu¹
, ZHANG Jialin¹
, ZHANG Yue^{1, 2}
, WANG Cai^{1, 2}
, CHI Xia^{1, 2
,
,}

1.
Department of Child Health Care, Women' s Hospital of Nanjing Medical University, Nanjing, Jiangsu 210004, China

Funds:

2016YFC1000204-6

BE2023666

NMUC2021014A

Received Date: 2023-07-19
Available Online: 2024-05-29

Abstract

Abstract

Objective To analyze the developmental characteristics of Chinese phonological awareness in 298 preschool children in Nanjing, and to explore the influence factors. The findings will provide a basis for promoting the development of Chinese phonological awareness in preschool children. Methods A simple random sampling method was used to select the participants from two kindergartens in Nanjing during June and July of 2021. Investigations were conducted using a questionnaire to gather information on children' s basic characteristics. Additionally, the preschool learning skills scale and phonological awareness test were applied. The development of Chinese phonological awareness in preschoolers was analyzed using multiple linear regression to identify the influencing factors. Results A total of 298 kindergarten children were included in the study, comprising 89 children in the elementary class, 97 children in the middle class, and 112 children in the senior class. The study found that children in the primary class had a phonological awareness score of 37.00 (32.00, 44.00) points, while those in the middle class scored 43.00 (37.00, 49.00) points, and those in the senior class scored 47.00 (42.00, 52.00) points. The phonological awareness scores of the children in the three grades were differed significant (H=52.027, P < 0.001). The results indicate that the phonological awareness score of children in the senior class was significantly higher than that of children in the middle and primary classes (P < 0.001). Additionally, the phonological awareness score of children in the middle class was significantly higher than that of children in the primary class (P=0.001).The multiple linear regression analysis results indicate that grade level (β=0.326, P < 0.001), participation in English interest classes (β=0.113, P=0.039), parents' average daily playing time with children (β=-0.124, P=0.019), and verbal ability (β=-0.296, P < 0.001) were factors that influence the score of Chinese phonological awareness in preschool children. Conclusion The phonological awareness of preschool children in higher grades are greater than that of children in the lower grades. The development of phonological awareness increases progressively with grade level, and is related to children' s verbal ability, exposure to bilingualism, and the content and quality of the games and playing that parent engage in with their children.
- Phonological awareness,
- Preschool period,
- Influencing factors

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References

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