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