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

摘要： 目的 分析影响学龄前儿童早期发展的因素及其与家庭/父亲/母亲学习支持的关系,为促进学龄前儿童早期综合发展提供依据。方法 选择2020年12月1—31日在通州区幼儿园就读的4 656儿童为研究对象,对家长和儿童的基本情况、调查前3天内父亲/母亲/其他看护人是否陪儿童一起进行7项学习支持活动的情况、儿童早期发展情况进行问卷调查,采用Logistic回归分析儿童早期发展指数的影响因素,重点是与家庭/父亲/母亲学习支持的关系。结果 北京市通州区学龄前儿童早期发展指数为98.5%,4个领域中社交情感达标率最低,为86.6%(4 032/4 656)。出生时足月会增加儿童早期发展达标的可能性;获得家庭(OR=4.856, 95%CI:2.601~9.066)、父亲(OR=2.183,95%CI:1.299~3.669) 、母亲(OR=4.150, 95%CI:2.517~6.844)学习支持的学龄前儿童早期发展达标的可能性更高。结论 北京市通州区学龄前儿童早期发展指数较高,但是社交情感达标率较低。有必要对学龄前儿童父母及其看护人进行个性化的健康教育,提高家庭对儿童早期发展的重视程度,尤其要重视父母亲的作用,促进学龄前儿童的发展。

关键词: 早期发展, 学龄前儿童, 学习支持, 家庭, 父母亲