Abstract: Objective To explore the relationship between the psychological behavior problems of preschool children and the health literacy of their parents, in order to provide reference for early intervention of children's psychological behavior problems. Methods Totally 4 120 preschool children and their parents were selected from 13 kindergartens in Guangming district of Shenzhen by stratified cluster random sampling method from May to July 2018. The Strengths and Difficulties Questionnaire (SDQ) and Shenzhen citizens' health literacy questionnaire were used for data collection. Logistic regression model was used to analyze the relationship between the psychological behavior problems of preschool children and their parental health literacy. Results The detection rate of psychological behavior problems among preschool children was 34. 9% (1 436/4 120), including 6. 5% reported total difficulties, 5. 6% experienced emotional problems, 8. 9% having conduct problems, 13. 4% exhibited hyperactivity/ inattention, 14. 4% experienced peer problems and 9. 2% having prosocial behaviors. The detection rate of total difficulties, emotional problems, conduct problems, hyperactivity/inattention, peer problems and prosocial behaviors among boys and girls were 7. 3% vs. 5. 5%, 4. 8% vs. 6. 5%, 9. 7% vs. 7. 8%, 15. 5% vs. 10. 7%, 15. 8% vs. 12. 7%, 11. 1% vs. 6. 7%, respectively, and the differences were statistically significant (χ²=5. 626, 5. 506, 4. 212, 19. 846, 7. 650, 23. 863, P＜0. 05) . Multiple regression indicated that the risk factors for psychological problems included the low parental health literacy(OR=1. 294), low basic concept of knowledge(OR=1. 293), low healthy behavior(OR=1. 412), and low basic health skills(OR=1. 193)(P＜0. 05). Conclusion Psychological behavior problems are prevalent among preschool children. And low parental health literacy is an important factor in preschool children's psychological behavior development.

Key words: preschool children, psychological behavior, parental health literacy

摘要： 目的 探讨家长健康素养与学龄前儿童心理行为问题的关系,为学龄前儿童心理行为问题早期干预提供参考。方法 2018年5-7月采用分层整群随机抽样的方法,抽取深圳市光明区13所幼儿园4 120名学龄前儿童及其家长,使用长处与困难问卷(SDQ)家长版和深圳市居民健康素养问卷分别对学龄前儿童心理行为问题及家长健康素养水平进行调查;采用非条件Logistic回归分析家长健康素养与儿童心理行为问题的关系。结果 学龄前儿童心理行为问题检出率为34.9%(1 436/4 120)。其中困难总分6.5%、情绪问题5.6%、品行问题8.9%、多动注意不能13.4%、同伴交往问题14.4%、亲社会行为9.2%。男童和女童困难总分、情绪问题、品行问题、多动注意不能、同伴交往问题、亲社会行为检出率分别为7.3%和5.5%,4.8%和6.5%,9.7%和7.8%,15.5%和10.7%,15.8%和12.7%,11.1%和6.7%,差异有统计学意义(χ²值分别为5.626,5.506,4.212,19.846,7.650,23.863,P＜0.05)。多因素Logistic 回归分析显示,家长健康素养(OR=1.294)、健康知识(OR=1.293)、健康行为(OR=1.412)及健康技能(OR=1.193)水平低是学龄前儿童心理行为问题产生的危险因素(P＜0.05)。结论 学龄前儿童心理行为问题发生率较高,问题突出,家长健康素养水平低是学龄前儿童心理行为问题的重要影响因素。

关键词: 学龄前儿童, 心理行为, 家长, 健康素养