3～6岁幼儿社会领域发展群体性评估工具的编制

doi:10.12139/j.1672-0628.2025.05.010

摘要/Abstract

摘要：

幼儿发展群体性评估工具具有整体性、群体适用性、简捷性和经济性等特征，与传统个体诊断工具相比，能够更好把握幼儿群体发展状况，从而为幼儿园保教质量提升提供方向和依据。因此，开发社会领域发展群体性评估工具具有重要意义。本研究编制3～6岁幼儿社会领域发展评估量表，对2352名幼儿家长发放问卷，验证了量表的结构与信效度。结果显示，量表包括情绪稳定愉快、积极主动探索与表达、自我控制与管理、理解关心他人、与同伴友好交往、遵守社交规则与社会规范六个维度，共24个题目，该量表具有良好的信效度，可以作为测量3～6岁幼儿社会领域发展的群体性评估工具。

关键词: 社会领域发展, 3～6岁幼儿, 信度, 效度, 测量不变性

Abstract:

The group-based developmental assessment tool for young children demonstrates distinct advantages in terms of comprehensiveness, group applicability, efficiency, and cost-effectiveness. Compared to traditional individual diagnostic instruments, it provides more effective evaluation of collective developmental status in young children, thereby offering valuable guidance and evidence for improving kindergarten teaching quality. Consequently, developing group assessment tools for social domain development holds significant importance. This study developed a Social Domain Development Assessment Scale for 3- to 6-year-old children, which was administered to 2352 parents. Psychometric analyses confirmed the scale’s structural validity and reliability. Results indicate that the scale comprises six dimensions: emotional stability and happiness, proactive exploration and expression, self-control and management, understanding and caring for others, positive peer interaction, and compliance with social rules and norms, with a total of 24 items. The scale demonstrates satisfactory reliability and validity, establishing it as a scientifically valid group assessment tool for evaluating social domain development in 3- to 6-year-old children.

Key words: social domain development, 3- to 6-year-old children, reliability, validity, measurement invariance

赵晓婷, 刘海东, 李莉, 张李斌, 张光珍, 张云运. 3～6岁幼儿社会领域发展群体性评估工具的编制[J]. 心理与行为研究, 2025, 23(5): 653-661.

Xiaoting ZHAO, Haidong LIU, Li LI, Libin ZHANG, Guangzhen ZAHNG, Yunyun ZHANG. Development of a Group Assessment Tool for Social Domain in Children Aged 3-6 Years[J]. Studies of Psychology and Behavior, 2025, 23(5): 653-661.

图/表 8

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一级指标	二级指标
自我发展	情绪稳定愉快(情感)
自我发展	自我管理(行为)
人际交往	理解关心他人(情感)
人际交往	与同伴友好交往(行为)
社会适应	了解和愿意遵守社会规范(情感)
社会适应	遵守社交规则(行为)

一级指标	二级指标
自我发展	情绪稳定愉快(情感)
自我发展	自我管理(行为)
人际交往	理解关心他人(情感)
人际交往	与同伴友好交往(行为)
社会适应	了解和愿意遵守社会规范(情感)
社会适应	遵守社交规则(行为)

	小班	中班	大班	总计
男	277	427	557	1261
女	266	344	481	1091
总计	543	771	1038	2352

	小班	中班	大班	总计
男	277	427	557	1261
女	266	344	481	1091
总计	543	771	1038	2352

题目	t	r	题目	t	r
1.看起来快乐	−28.72	0.56***	14.看到别人不幸会难过	−29.66	0.61***
2.成功时很高兴	−30.92	0.56***	15.表现出关心他人	−37.28	0.67***
3.受到表扬时会很高兴	−31.13	0.55***	16.对人有礼貌	−44.30	0.70***
4.充满好奇	−35.16	0.61***	17.主动参与游戏	−33.92	0.62***
5.经常尝试新事物或新活动	−36.30	0.65***	18.主动邀请他人游戏	−36.43	0.66***
6.喜欢学新东西、新本领	−42.45	0.69***	19.使用他人物品会寻求同意	−30.64	0.57***
7.能主动表达感受和需要	−42.26	0.69***	20.主动归还借来的东西	−36.69	0.63***
8.能遵循活动安排，顺利转换活动	−31.52	0.61***	21.玩游戏时有轮流意识	−23.80	0.47***
9.自己的事情自己做	−35.62	0.64***	22.乐于助人	−44.39	0.71***
10.接受活动时间、地点、类型的限制	−22.44	0.52***	23.容易交朋友	−33.08	0.63***
11.不容易分心	−21.40	0.49***	24.了解公共场合的行为规范	−42.26	0.66***
12.了解别人的喜好	−25.78	0.58***	25.遵守公共场合的行为规范	−38.29	0.62***
13.能理解别人的情绪	−33.76	0.65***