中国儿童保健杂志 ›› 2020, Vol. 28 ›› Issue (12): 1333-1337.DOI: 10.11852/zgetbjzz2020-0966

• 科研论著 • 上一篇    下一篇

不同干预方案对0~3岁婴幼儿早期综合发展能力的影响

李玉艳1, 武俊青1, 姜楠1, 王行1, 李亦然1, 赵瑞1, 周颖2   

  1. 1 复旦大学生殖与发育研究院上海市计划生育科学研究所,国家卫生健康委员会计划生育药具重点实验室,上海 200032 ;
    2 上海市质子重离子医院,上海 201321
  • 收稿日期:2020-05-25 修回日期:2020-07-12 发布日期:2020-12-10 出版日期:2020-12-10
  • 通讯作者: 周颖,E-mail:yingzhou2012@163.com
  • 作者简介:李玉艳(1979-),女,山东人,博士学位,主要研究方向为儿童早期发展。
  • 基金资助:
    上海市卫生和计划生育委员会科研课题(20174Y0071)。

Influence of different interventions on early integrated development of children aged 0 to 3 years

LI Yu-yan1, WU Jun-qing1, JIANG Nan1, WANG Xing1, LI Yi-ran1, ZHAO Rui1, ZHOU Ying2   

  1. 1 Shanghai Institute of Planned Parenthood Research, Key Laboratory of Reproduction Regulation of NPFPC, SIPPR, IRD, Fudan University, Shanghai 200032, China;
    2 Shanghai Proton and Heavy Ion Center, Shanghai 201321, China
  • Received:2020-05-25 Revised:2020-07-12 Online:2020-12-10 Published:2020-12-10
  • Contact: ZHOU Ying, E-mail: yingzhou2012@163.com

摘要: 目的 了解不同干预模式对0~3岁婴幼儿早期综合发展能力的影响,为开展儿童早期综合发展工作提供科学依据。方法 2018年9月选取295名婴幼儿为研究对象,根据干预模式的不同分为对照组(n=97),家庭干预组(n=100)和社区干预组(n=98)。由专业人员借助早期教育测评系统(E-LAP)和教育测评诊断系统(LAP-D)两种测评工具分别对干预前后婴幼儿综合发展能力进行测评,并以“测评发育月龄≥实际月龄的比例”作为主要评估指标,评估干预效果。结果 婴幼儿接受家庭干预前后,大运动、精细动作、认知、语言和社交情绪方面“测评发育月龄大于或等于实际月龄的比例”差异有统计学意义(χ2=39.111,27.604,30.083,12.562,13.657,P<0.05);社区干预组仅在大运动和语言两个方面差异有统计学意义(χ2=4.015,5.227,P<0.05);对照组在大运动方面差异有统计学意义(χ2=7.009,P<0.05)。调整婴幼儿年龄、母亲年龄、母亲文化程度和父亲文化程度后的广义估计分析显示,与对照组相比,家庭干预组在大运动、精细动作和认知方面,大于或等于实际月龄的比例较高,且差异有统计学意义(OR大动作=1.859,OR精细=2.942,OR认知=1.813,P<0.05);社区干预组仅在大运动方面与对照组差异有统计学意义(OR大运动=1.751,P<0.05);不同干预方案在语言和社交情绪方面差异均无统计学意义(P>0.05)。结论 针对0~3岁婴幼儿的早期干预方案,尤其是家庭干预能有效提升早期综合发展能力。

关键词: 婴幼儿, 儿童早期发展, 家庭干预, 社区干预

Abstract: Objective To understand the influence of different intervention modes on early integrated development of children aged 0 to 3 years, in order to provide scientific basis for the work on early childhood development. Methods Totally 295 infants and toddlers were enrolled in this study in September 2018, and were divided in to control group (n=97), family intervention group (n=100) and community intervention group (n=98) according to the different interventions.Early integrated development was evaluated by specialized persons using Early Learning Accommodation Profile (E-LAP) and Learning Accommodation Profile Diagnostic (LAP-D).The rate of the assessed developmental month age older than or equal to the actual month age was defined as better development and an evaluation index to evaluate the intervention effect. Results After family intervention, there were significant differences on better gross motor, fine motor, cognitive, language development and social skills (χ2=39.111,27.604,30.083,12.562,13.657,P<0.05).While significant difference existed only on gross motor and language in the community intervention group (χ2=4.015,5.227,P<0.05).In control group, there was significant difference on gross motor (χ2=7.009,P<0.05).After adjusting children′s age, maternal age, and parental education, the generalized estimation equation model showed that compared with the control group, the family intervention group has a significantly higher ratio of better development in gross motor, fine motor and cognitive dimension(OR gross=1.859,OR fine=2.942,OR cognitive=1.813, P<0.05).Community intervention group only had significant difference in better gross motor development(ORgross=1.751, P<0.05).There was no significant difference on language and social skills among different intervention groups (P>0.05). Conclusion Early intervention programmes for infants and toddlers aged 0-3 years, especially the family interventions, could effectively promote integrated early development.

Key words: infants and toddlers, early childhood development, family intervention, community intervention

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