中国儿童保健杂志 ›› 2021, Vol. 29 ›› Issue (4): 414-417.DOI: 10.11852/zgetbjzz2020-1538

• 临床研究 • 上一篇    下一篇

全人发展视角下幼小衔接课对学龄前脑瘫儿童智能发育的影响研究

范桃林, 范敏, 童银, 谢双喜, 付磊敏, 王春华   

  1. 湘雅博爱康复医院儿童康复治疗部,湖南 长沙 410151
  • 收稿日期:2020-08-16 修回日期:2020-10-16 出版日期:2021-04-10 发布日期:2021-04-27
  • 通讯作者: 童银,E-mail:294559880@qq.com
  • 作者简介:范桃林(1990-),男,湖南人,康复治疗师,本科学历,主要研究方向为脑性瘫痪、智力障碍等儿童康复治疗。
  • 基金资助:
    湖南省残疾人康复科研资助项目(2020XK028)

Researchon the influence of kindergarten curriculum on the intelligence development of preschool children with cerebral palsy from the perspective of whole person development

FAN Tao-lin, FAN Min, TONG Yin, XIE Shuang-xi, FU Lei-min, WANG Chun-hua   

  1. Department of Child Rehabilitation and Treatment,Xiangya Boai Rehabilitation Hospital,Changsha,Hunan 410151,China
  • Received:2020-08-16 Revised:2020-10-16 Online:2021-04-10 Published:2021-04-27
  • Contact: TONG Yin,E-mail:294559880@qq.com

摘要: 目的 基于全人发展视角,研究幼小衔接课对学龄前脑性瘫痪(CP)儿童智能发育的影响,为促进CP患儿全面康复提供新方法。方法 选取在湘雅博爱康复医院2019年2—7月就诊的79例学龄前CP儿童采用数字表法随机分组,分为对照组(39例)和干预组(40例),对照组予以常规康复治疗,干预组行常规康复治疗结合幼小衔接课。采用Gesell发育诊断量表(GDDS)、韦氏幼儿智力量表(WPPSI)分别评估患儿治疗前后5个能区的发育龄(DA)和总智商(FIQ)。结果 治疗4月后,干预组总有效率(92.5%)显著高于对照组(66.7%),差异有统计学意义(χ2=13.403,P<0.01);两组患儿大运动和精细动作DA比较,差异无统计学意义(t=0.283、0.414,P>0.05),干预组在适应性、语言和个人社交DA以及WPPSI FIQ值显著优于对照组,差异有统计学意义(t=2.280、2.005、2.020、2.010,P<0.05)。结论 幼小衔接课能有效促进学龄前CP儿童适应性、语言以及个人社交能力的发育,提高其智力发育水平。

关键词: 全人发展, 幼小衔接课, 脑瘫, 智能发育, 学龄前儿童

Abstract: Objective To study the impact of kindergarten curriculum on the intellectual development of preschool cerebral palsy (CP) children based on the perspective of holistic development,in order to provide a new method for facilitating the rehabilitation of CP children. Methods A total of 79 preschool CP children in Xiangya Boai Rehabilitation Hospital from February to July 2019 were divided into control group (n=39) and intervention group (n=40) by digital table method. The control group received routine rehabilitation treatment,while the education group was given kindergarten curriculum additionally. The Gesell Developmental Diagnostic Scale (GDDS),Webster Infant Intelligence Scale (WPPSI) were adopted to evaluate developmental age (DA) of the five energy zones and full intelligence quotient (FIQ) before and after treatment. Results After four-month treatment,the total effective rate of intervention group (92.5%) was significantly higher than that of control group(66.7%)(χ2=13.403,P<0.01). The difference in DA of gross and fine motor between the two groups was not significant (t=0.283,0.414,P>0.05). The adaptability/language/personal social DA and WPPSI FIQ scores were significantly better than the control group (t=2.280,2.005,2.020,2.010,P<0.05). Conclusion Kindergarten curriculum can effectively promote the development of adaptability/language/personal social ability of preschool-age CP children and improve their intellectual development level.

Key words: whole-person development, kindergarten curriculum, cerebral palsy, intelligence development, preschool children

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