关键词: 早期发展, 学龄前儿童, 学习支持, 家庭, 父母亲

Abstract: Objective To evaluate the early development status of preschool children in Tongzhou district, Beijing, and to understand factors that affect the early development of preschool children and its relationship with family/father/mother learning support, so as to provide evidence for promoting the early comprehensive development of preschool children. Methods 4 656 children enrolled in kindergartens in Tongzhou district from December 1st to December 31st, 2020 were selected as the study objects.The questionnaires in this study included general characteristics of parents and children, whether father/mother/other caregiver accompanied the child in the seven learning support activities over the past 3 days and early childhood development situation.Logistic regression was used to analyze the factors affecting the early childhood development index and its influencing factors, focusing on the correlation with family/father/mother learning support. Results The early development index of preschool children was 98.5%, and the social and emotional compliance rate in the four modules was the lowest (86.6%, 4 032/4 056).Full-term birth increased the likelihood of reaching the standard for early childhood development.Obtaining learning support from family (OR=4.856, 95%CI:2.601 - 9.066), father (OR=2.183,95%CI:1.299 - 3.669) and mother (OR=4.150, 95%CI:2.517 - 6.844) promoted preschool children′s early development. Conclusions The early development index of preschool children in Tongzhou district, Beijing is relatively high, but the social and emotional compliance rate is still lower.So in order to promote the development of preschool children, it is necessary to carry out personalized health education for the parents of preschool children and their caregivers, and to raise family awareness of early childhood development, especially considering the role of parents.

Key words: early development, preschool children, learning support, family, parents