家长和同胞作为幼儿的重要他人，在其早期学习与发展中发挥着不可代替的作用，对其认知与非认知技能发展具有深远的影响。因此在当前我国生育政策背景下，从家长、同胞层面探究二者对幼儿认知与非认知技能发展的影响，分析二孩家庭在养育子女上的问题与优势，并提出对策建议，有助于促进幼儿发展，从而缓解家长生育和养育担忧，以更好地落实我国生育政策。

本研究基于资源稀释理论、资源集中理论、同胞资源理论的指导，共收集了385份由家长报告的家庭问卷（独生家庭174份，二孩家庭211份），采用描述统计、差异性分析、相关性分析以及中介效应检验考察独生与二孩家庭中家长参与、幼儿认知与非认知技能发展以及二孩家庭中同胞互动的现状和特点，基于独生与二孩家庭的对比探究同胞结构、家长参与对幼儿认知与非认知技能的影响机制，并探究二孩家庭中家长参与、同胞互动对幼儿认知与非认知技能的影响机制。

本研究主要发现如下：

（1）幼儿的认知技能与非认知技能整体水平较好。幼儿认知技能在学段、性别上存在显著差异，幼儿非认知技能在学段上存在显著差异，独生与二孩家庭的幼儿在认知与非认知技能上均无显著差异，但二孩家庭中有兄弟的幼儿在非认知技能上的发展要优于有姐妹的幼儿；（2）家长参与整体上处于中等偏上水平，家长参与在家庭社会经地位上存在显著差异，独生家庭中的家长参与程度显著高于二孩家庭，整体上家长对男孩的参与高于女孩，但在二孩家庭内部中家长参与不存在显著性别差异；（3）二孩家庭中幼儿的同胞互动整体上处于中等水平，同胞互动在本研究涉及的人口学变量上均不存在显著差异；（4）做独生与二孩家庭的对比发现，幼儿的姐妹数量显著负向预测幼儿非认知技能和家长参与，家长参与在上述关系中发挥部分中介作用；（5）在二孩家庭内部中，家长参与显著正向预测幼儿的认知技能与非认知技能，同胞互动在家长参与和幼儿非认知技能中发挥完全中介作用。

本研究基于上述研究结果提出了相应的教育建议：

（1）幼儿园和社区、政府应重视家长参与的教育价值，关注家长教育需求，并为其提供适宜的育儿支持；（2）二孩家庭中的家长应关注同胞资源的价值，创设良好家庭教育环境以发挥同胞互动的积极作用，进而提高家庭教育的质量结果；（3）政府、社会、幼儿园及家长应形成教育合力，以共同为促进幼儿认知与非认知技能的发展做贡献。

As the significant others of early children, parents and siblings play irreplaceable roles in their early learning and development, particularly influencing their cognitive and non-cognitive development profoundly. As such, based on the background of the current Chinese fertility policy, it is necessary to explores the roles of these two stakeholders in early children’s cognitive and non-cognitive development, and discuss the advantages and disadvantages of two-child families in rearing children. This exploration can help propose strategies to relief parents’ concerns in bearing and rearing, and further, to better implement the Chinese fertility policy.

Using the resource dilution theory, resource concentration theory and sibling resource theory, this study collected 385 family questionnaires reported by parents (174 in one-child family and 211 in two-child family). Descriptive statistics, difference analysis, correlation analysis and mediating effect test were employed to examine the status quo and characteristics of parental involvement, children’s cognitive and non-cognitive skills, and sibling interaction in two-child families, as well as their associations and mechanisms. Comparison between one-child and two-child families was used to help understand the above associations, and independent study of two-child families was to further comprehend the unique roles of parents’ participation and sibling interaction.

The main findings are as follows:

The overall development levels of early children’s cognitive skills and non-cognitive skills were desirable. However, we observed significant gender differences in cognitive skills, and grade differences in both cognitive and non-cognitive skills. These skills had insignificant differences between children from one-child and two-child families, but in two-child families, children with brothers showed better non-cognitive skills than those with sisters. (2) The overall level of parental involvement was above the average level, with significant differences in families with different socioeconomic status, as well as with different children number. We further found that parents involved more in boys’ education than girls, though these gender differences was insignificant in two-child families. (3) The sibling interaction of children in two-child families is at an average level, without significant differences in the demographic variables; (4) The comparison between one-child and two-child families illustrated that the number of sisters negatively predicted children's non-cognitive skills and parental involvement, and parental involvement played a partial mediating role in the above relationships; (5) Within two-child families, parental involvement positively predicts children’s cognitive and non-cognitive skills, and sibling interaction plays a complete mediating role between parental involvement and children's non-cognitive skills.

Given these results, this study proposed the corresponding educational suggestions as below:

(1) Parents, kindergartens, communities and the government should concern more about the values of parental involvement, and pay more attention to the educational needs of parents, more appropriate parenting support; (2) Parents in two-child families should emphasize sibling resources, create a better environment to optimize the benefits of sibling interaction, and further, improve the quality of family education; (3) Kindergartens, communities, government and parents should make a joint educational efforts to promote children's cognitive and non-cognitive skills.