Language that uses noun labels and generic descriptions to discuss people who do science (e.g., "Let's be scientists! Scientists discover new things") signals to children that "scientists" is a distinctive category. This identity-focused language promotes essentialist beliefs and leads to disengagement from science among young children in experimental contexts. The extent to which these cues shape the development of children's beliefs and behaviors in daily life, however, depends on (a) the availability of identity-focused language in children's environments and (b) the power of these cues to shape beliefs over time, even in the noisier, more variable contexts in which children are exposed to them. Documenting the availability of this language, linguistic coding of children's media (Study 1) and prekindergarten teachers' language from one science lesson (Study 2; n = 103; 98 female, one male, four unknown; 66% White, 8% African American, 6% Asian/Asian American, 3% mixed/biracial; 21% of the sample, of any race, identified as Hispanic/Latinx) confirmed that identity-focused language was the most common form of science language in these two samples. Further, children (Study 3; n = 83; Mage = 4.36 years; 43 female, 40 male; 64% White, 12% Asian/Asian American, 24% mixed/biracial; 36% of the sample, of any race, identified as Hispanic/Latinx) who were exposed to lower proportions of identity-focused language from their teachers developed increasingly inclusive science beliefs and greater science engagement over time. These findings suggest that linguistic input is an important mechanism through which exclusive beliefs about science are conveyed to children in daily life. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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儿童媒体和教师如何传达对科学和科学家的排他性和本质主义观点。

使用名词标签和通用描述来讨论从事科学的人的语言（例如，“让我们成为科学家！科学家发现新事物”）向孩子们表明“科学家”是一个独特的类别。这种以身份为中心的语言促进了本质主义的信仰，并导致幼儿在实验环境中脱离科学。然而，这些线索在多大程度上塑造了儿童在日常生活中的信念和行为的发展，取决于（a）儿童环境中以身份为中心的语言的可用性，以及（b）这些线索随着时间的推移塑造信念的能力，即使在孩子们接触它们的嘈杂、多变的环境中也是如此。记录这种语言的可用性，儿童的语言编码 s 媒体（研究 1）和一堂科学课（研究 2；n = 103；98 名女性，1 名男性，4 名不详；66% 白人，8% 非裔美国人，6% 亚裔/亚裔美国人，3%混合/混血儿；21% 的样本，任何种族，被确定为西班牙裔/拉丁裔）证实，以身份为中心的语言是这两个样本中最常见的科学语言形式。此外，儿童（研究 3；n = 83；Mage = 4.36 岁；43 名女性，40 名男性；64% 白人，12% 亚裔/亚裔美国人，24% 混合/混血儿；36% 的样本，任何种族，作为西班牙裔/拉丁裔），他们从老师那里接触到的以身份为中心的语言比例较低，随着时间的推移，他们发展了越来越具有包容性的科学信念和更多的科学参与。这些研究结果表明，语言输入是一种重要的机制，通过这种机制，可以在日常生活中向儿童传达关于科学的专有信念。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。