【摘要】 屏幕媒体深入日常生活，影响了儿童的学习与发展，探讨屏幕暴露对学前儿童早期读写能力的影响具有理论和实践意义。以大湾区某市4 514名学前儿童为研究对象，通过问卷法获得人口学信息，采用中文版儿童能力指数量表并基于父母报告对儿童早期读写能力进行评估，并以屏幕时间以及屏幕内容两个维度来测量屏幕暴露，重点考查屏幕时间对学前儿童早期读写能力的影响，以及教育类屏幕活动频率在其中的调节作用。结果表明：（1）学前儿童接触屏幕时间过长，移动类屏幕媒体成为儿童日常生活的重要部分；（2）屏幕是敌——屏幕时间负向预测学前儿童的早期读写能力；（3）屏幕是友——教育类屏幕活动频率能够调节屏幕时间对儿童早期读写能力的负向预测作用；（4）屏幕亦敌亦友，家长媒介干预如何有所作为需要进一步深入研究。更多还原

【Abstract】 Screen media is ubiquitous in children’s lives,research suggests it can have an impact on children’s learning and development.To investigate the relationship between screen exposure and emergent literacy skills has theoretical and practical significance.This study investigated 4 514preschool children aged 3-6,screen time and screen content were self-reported by parents or caregivers.Children’s emergent literacy skills were measured by using the Chinese Early Human Capability Index(CHeHCI)to explore the effects of screen time on the emergent literacy skills of preschool children,and the moderating effect of educational screen activities frequency.The results show that:(1)Preschool Children aged 3-6show high levels of engagement with digital screens,and mobile screen media have become a prevalent part of children’s daily life.(2)Screens could work as enemies-screen time negatively predicts emergent literacy skills of preschoolers.(3)Screens could work as friends-educational screen activities frequency can adjust the negative and effect of screen time on children’s emergent literacy skills.(4)Screens could be both friends and enemies,therefore parents need to pay more attention to parenting mediation.更多还原