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【目的】探索婴幼儿期早期教育对学龄儿童行为问题的长期影响,为临床提供依据。【方法】140名正常孕妇随机分为早教组和对照组,早教组自胎儿5月至婴儿1岁期间在医生指导下实施早教训练,1~3岁期间提供家长训练手册由家长在家中训练。7岁时对两组儿童进行行为问题和父母养育方式评估。【结果】两组男童的学习因子和违纪因子得分差异存在统计学意义,早教组表现优于对照组;两组男童的其它因子得分和女童的所有因子得分差异无统计学意义。两组儿童的父母养育方式差异无统计学意义。【结论】早期教育可能对学龄儿童的心理行为产生积极影响。
【Objective】 To explore the long-term impact of early childhood education on behavior problems of school-age children and provide evidence for clinical practice. 【Methods】 One hundred and forty normal pregnant women were randomly divided into early education group and control group. Early childhood education group conducted early education training under the guidance of doctor from May to infants 1 year old. Parents’ training manual was provided by parents during training at 1-3 years old. At age 7, two groups of children were assessed for behavioral problems and parental rearing patterns. 【Results】 The difference between the two groups of boys in learning and discipline factors was statistically significant, and the performance in early education group was better than that in control group. There was no significant difference between boys and boys in other two factors. There was no significant difference in parenting styles between the two groups of children. 【Conclusion】 Early education may have a positive impact on the psychological behavior of school-age children.