Minyi, Li; Yuexin, Li; Yudan, He; Yifei, Chu; Gao, Jie; (2024) 在一起就足够了吗？——父母参与类型与学前流动儿童入学准备关系的潜在剖面分析 = Is being together enough? ——A latent profile analysis of the relationship between parental involvement type and preschool migrant children’s school readiness. 同方知网（北京）技术有限公司 = Studies in Early Childhood Education , 12 (360) pp. 67-79. 10.13861/j.cnki.sece.2024.12.007.

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Abstract

如何精准识别流动家庭父母参与类型，支持学前流动儿童做好入学准备，缓解处于 劣势的人力资本的代际传递，是以人口高质量发展支撑中国式现代化的重要议题。本研究基于等比 例分层抽样进行问卷调查，抽取珠三角地区 252 所幼儿园的 252 个大班班级的 3 319 名大班流动儿 童及其父母为研究对象，通过潜在剖面分析深入勾勒学前流动儿童父母参与的类型特征和不同亚组 的人口学特征，并进一步探索父母参与类型与儿童入学准备的关系。结果显示，流动儿童的父母参与 包含四种类型：低认知度—中低行为频率型（“躺平型”，26.60%）、中认知度—中高行为频率型（“仰 卧起坐型”，27.36%）、中认知度—低行为频率型（“有心无力型”，24.59%）、高认知度—高行为频率型 （“卷心菜型”，21.45%）。大多数流动家庭无法兼顾“赚钱养家”和“陪娃顾家”，育儿实践知行错位；家 庭背景因素对父母参与类别有预测作用，家庭经济与文化资本是导致差异的重要因素。父母的认知 水平和参与频率的全面卷入可以更好地支持儿童入学准备，父母如何做比怎么想更加重要。研究提 出三点教育建议：幼儿园和教师应积极关注流动儿童及其父母群体，识别不同父母参与类型，为不同 流动儿童家庭的父母提供有针对性的支持；政府需要优化流动儿童教育政策，推动建设育儿友好型 社会，解决父母时间枯竭的育儿困境；父母应主动肩负家庭教育主体责任，将认知转化为积极参与的 行为，父母参与的知行合一可以全面提升儿童的发展水平。// This study aims to identify different types of parental involvement in Chinese migrant families，supporting migrant children’s school readiness and mitigating the inter-generational transmission of disadvantaged human capital. These issues are crucial for supporting high-quality population development in the context of Chinese modernization. This study uses a stratified random sampling method to conduct a questionnaire survey，collecting data from 252 kindergarten classes across the Pearl River Delta region. A total of 3，319 preschool migrant children and their parents were sampled. Latent profile analysis was used to explore the typological characteristics of parental involvement and the demographic features of different subgroups，as well as to examine the relationship between parental involvement types and children’s school readiness. The results reveal four profiles of parental involvement：Low cognition and low activity frequency （C1 26.60%），Moderate cognition and moderate activity frequency （C2 27.36%），Moderate cognition and low activity frequency （C3 24.59%），and High cognition and high activity frequency （C4 21.45%）. Furthermore，most migrant families struggle to balance“earning a living”and“caring for children”，leading to a misalignment between parenting cognition and practice. Family background factors influence the types of parental involvement，with economic and cultural capital being significant determinants. Comprehensive engagement in both parental cognition and activities is more effective in supporting children’s school readiness. Educators should systematically identify the various types of parental involvement and provide effective support to different migrant families. The government is urged to optimize policies that support the education of migrant children and promote the creation of a child-friendly society to alleviate the challenges of time constraints in parenting. Parents should actively assume the responsibility of family education，fostering comprehensive involvement in their children’s educational activities.

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