集居方式对儿童社会适应能力发展的影响

目的 通过观察幼儿入园1年前后及入园1年后全托、日托形式下社会适应能力发展的变化,探讨教育方式对儿童社会适应能力的影响.方法 设立研究组、对照组进行对比观察研究.①研究组:设计采用前瞻性实验观察法.选择西安市某幼儿园新人园(散居)的119名30～47月龄儿童进行观察研究.社会适应能力评定采用左启华修订的婴儿一初中生社会适应能力量表,分别于儿童入园时和入园1年后进行.②对照组:在研究组基线调查时随机选择该幼儿园入园1年的5个小班儿童(年龄30～46月龄,为对照Ⅰ组)和4个中班儿童(年龄42～59月龄,为对照Ⅱ组)进行同期调查.采用一次性横断面调查方法 完成社会适应能力问卷调查.结果 社会适应能力得分:散居儿童[(10.22±0.52)分]与其入园1年后[(10.52±0.77)分]及对照Ⅰ组(10.49±0.06)比较,均差异有显著性(t=4.586,3.485,均P＜0.01);研究组终期[(10.52±0.77)分]与对照Ⅱ组[(10.40±0.67)分]比较,差异无显著性(t=1.500,P＞0.05);集居儿童全托[(10.34±0.68)分]与日托[(10.32±0.56)分]比较,差异无显著性意义(t=0.182,P＞0.05);集居儿童男[(10.42±0.73)分]女[(10.51±0.68)分]比较,差异无统计学意义(t=1.618,P＞0.05).结论 集居方式可促进幼儿社会适应能力的发展;集居方式下托幼时间及形式、性别对儿童社会适应能力的发展无影响.

Effect of the gathered living mode on children's social adaptation capacity development

Objective To explore the effect of educational mode on children' s social adaptive capacity (SAC) through investigating its change of children into kindergarten one year later. Methods For this study, participants were divided into three groups, namely study group (SG), control group Ⅰ ( CG Ⅰ ) and control group Ⅱ( CG Ⅱ ). ①SG :30 ～ 47-month-old children at their entrance at one kindergarten of Xi' an city were study by the follow-up study method. There were 119 participants in this trial except 22 lost- visitors. The scores of children's SAC were evaluated at their entrance time and one year later respectively, according to the Social Adaptation Scale for Infant-Junior Middle School's Student Revised by Zuo Qi-hua. ②Control group(CG) :The children,whose classes were randomized,of five classes were divided into CG Ⅰ and the other four classes were CG Ⅱ. There were 107children aged at 30 ～ 46 months in CC Ⅰ , 94 children aged at 42 ～ 59 months in CG Ⅱ. The scores of their SAC were also evaluated according to the same scale on September 2006. The cross-section investigation were used to CG Ⅰ and CG Ⅱ. Results ① The mean total score of SAC in SG was higher at one year later ( 10. 52 ± 0.77 )than that at their entrance time( 10.22 ±0.52) (P＜0.01) ,and the total score of SAC in SG was lower at their entrance time than that of CG Ⅰ (10.49 ±0.06)(P＜0.01 ). ②There was no significant difference in children's SAC between SG at the final stage( 10. 52 ± 0.77 ) and CG Ⅱ(10.40 ± 0.67 ) (t = 1.500, P ＞ 0.05). ③There were no significant difference in children's SAC between boarding care mode( 10.34 ± 0.68 ) and day care one( 10.32 ±0.56) (t = 0.182, P ＞ 0.05 ). ④There were no significant difference in children' s SAC between male ( 10.42 ±0.73) and female( 10.51 ±0.68) in the kindergarten.. Conclusion The gathered living mode can promote the child SAC development, and the boarding care mode or day care one in one year has no effect on children' s SAC.