新时代，幼儿家庭劳动教育受到国家更进一步的重视，但实施情况不容乐观。相关研究表明家庭劳动教育可能影响幼儿的社会技能。近年来，国内外已有研究多以学龄儿童为对象开展了家庭劳动教育调查，较少聚焦于3-6岁幼儿。在此情况下，我国3-6岁幼儿家务劳动参与难以测量，3-6岁幼儿家庭劳动教育的现状尚不可知，其对幼儿社会技能的影响机制也不清晰。鉴于此，本研究开展了三个子研究，拟编制《幼儿家务劳动参与问卷》，在此基础上考察3-6岁幼儿家庭劳动教育的现状、分析其对幼儿社会技能的影响机制，以期为改善3-6岁幼儿家庭劳动教育、促进幼儿社会技能发展提出针对性的建议 。

研究一在国内外已有研究和国家相关政策文件基础上，采用问卷法编制适用于我国的《幼儿家务劳动参与问卷》并进行了信效度检验。该问卷共包括16个项目，分为家庭服务（8个项目）、自我服务（8个项目）两个维度。该问卷在660名幼儿及家长样本中表现出了良好的项目区分度、结构效度、效标关联效度、内部一致性信度、分半信度。

研究二以660名3-6岁幼儿及家长为被试考察了幼儿家庭劳动教育现状。结果发现：（1）家长劳动教育观念和行为的各维度及总均分均高于 “比较符合”水平，家长劳动观念得分显著高于劳动教育行为。在劳动教育观念各维度上，除了内容观和价值观不显著之外，其它各维度得分存在显著差异，得分从高到低依次排列为内容观＞价值观＞方法观＞目标观；（2）幼儿家务劳动参与的各维度及总均分均低于“经常”这一水平，幼儿自我服务劳动参与频率显著高于家庭服务劳动；（3）在家庭社会经济地位上，高家庭社会经济地位的家长在劳动教育观念和行为的各维度及总均分上显著高于中、低家庭社会经济地位的家长，中、低家庭社会经济地位的家长在劳动教育观念和行为的各维度及总均分上不存在显著差异；（4）在幼儿年龄上，5-6岁幼儿在自我服务劳动上的得分显著高于4-5岁、3-4岁幼儿，4-5岁幼儿显著高于3-4岁幼儿，4-5岁、5-6岁幼儿在家庭服务劳动及家务劳动参与得分上显著高于3-4岁幼儿；（5）在是否独生子女上，非独生子女家庭的幼儿在家务劳动参与的各维度及总均分上显著高于独生子女家庭的幼儿。

研究三使用问卷法对 247名 3-6 岁幼儿开展为期半年的追踪研究，考察幼儿家务劳动参与在家庭劳动教育与幼儿社会技能之间的中介作用。结果发现家长劳动教育观念不仅对半年后的幼儿社会技能直接预测作用显著，还能够通过家长劳动教育行为、幼儿家务劳动参与的链式中介作用间接正向预测半年后的幼儿社会技能。

为了改善家庭劳动教育，建议家长不仅要真正重视家务劳动价值，树立科学的劳动教育观念，还要创设丰富的家务劳动机会，主动教授幼儿劳动技能，提高幼儿家务劳动参与，促进其社会技能发展。

In the new era, family labor education for preschool children has received further attention from the government, but the implementation situation is not optimistic. Research has shown that family labor education may affect preschool children's social skills. In recent years, domestic and foreign research on family labor education has focused more on school-age children and less on preschool children. Under this circumstance, it is difficult to measure the housework participation of preschool children in China, and the current situation of preschool children's family labor education is still unknown. The mechanism of its impact on children's social skills is also unclear. In view of this, this study conducted three sub-studies, intending to develop Questionnaire on Children's Participation in Housework, investigate the current status of family labor education for preschool children, analyze its impact mechanism on children's social skills, propose targeted suggestions to improve preschool children's family labor education and promote the development of children's social skills.

In study 1, On the basis of existing research and relevant national policy documents, we used questionnaire method to develop Questionnaire on Children's Participation in Housework, and tested its reliability and validity. The questionnaire includes 16 items in two dimensions: self-care (8 items) and family-care (8 items), which showed good item discrimination, construct validity, criterion related validity, internal consistency reliability, and split-half reliability in a sample of 660 preschool children and parents.

In study 2, We investigated the current situation of family labor education by

surveying 660 preschool children and their parents. Results showed that: (1) the scores of each dimension and the total average score of parents' labor education concept and behavior were higher than the relatively consistent level, with parent's labor concept scores significantly higher than their labor education behavior. Among the different dimensions of labor education concept, except for content and value not being significant, there were significant differences in scores among other dimensions, from high to low in the order of content> value>method>goal;  (2) The scores of each dimension and the total average score of the housework participation of preschoolers was lower than the often level, with self-care housework participation frequency significantly higher than family-care; (3)The parents with high socioeconomic status are significantly higher than the parents with medium and low socioeconomic status in the dimensions and total scores of labor education concepts and behaviors, while the parents with medium and low socioeconomic status have no significant differences in the dimensions and total scores of labor education concepts and behaviors; (4) On age, children aged 5-6 years scored significantly higher on self-care housework than children aged 4-5 and 3-4 years, and children aged 4-5 years were significantly higher than children aged 3-4. Children aged 4-5 and 5-6 years were significantly higher than children aged 3-4 years on overall housework participation and family-care housework, and there was no significant difference between children aged 4-5 and 5-6 years; (5) On whether they were only child, preschoolers from non-only child families had significantly higher scores in overall housework participation and across all dimensions compared to those from only child families.

In Study 3, We conducted a six-month follow-up study on 247 preschool children using questionnaire method, to examine the mediating role of preschool children housework participation in the relationship between parent's labor education and children's social skills. The results showed that parents' labor education concept (T1) not only directly predicted children's social skills (T2) but also indirectly positively predicted them through the chain of parents' labor education behavior (T1) and children's housework participation (T1).

To improve family labor education, it is suggested that parents should not only truly pay attention to the value of housework, establish scientific concept of labor education, but also create rich opportunities for housework, actively teach children's chore skills, besides, parents also need to boost children's participation in housework, and promote children's social skills development.