2012—2021年三明市沙县区梅毒流行特征分析

摘 要：2014 年，联合国艾滋病规划署在世界艾滋病大会上提出 2030 年终结艾滋病流行的目标，并提出 2020 年实现 “三个90%”的策略目标。德宏傣族景颇族自治州是全国艾滋病疫情最严重的地区之一。2005年起，德宏傣族景颇族自治州 先后开展了4轮禁毒防艾滋病人民战争，坚持“党政重视，全社会参与，家庭为基础，社区为依托，专业机构为技术支撑， 多项防治措施并举”的“德宏模式”，坚持“关口前移，重心下沉”的艾滋病综合防治策略，至2019年年底，率先在云南省 实现了“三个90%”的艾滋病防治工作目标。文章通过分析和总结德宏州实现“三个90%”的做法和成效，为其他地区实现 该目标提供借鉴。     

Effects of quality early care on school readiness skills of children at risk

Brain research has strengthened our understanding of the first five years of a child's life as a critical period. Quality early care is important to the healthy development of young children, and their later success in school. Concurrently, many families depend on childcare outside the home. Programs that have knowledgeable and skilled staff, offer a stimulating and supportive environment, provide individualized and developmentally appropriate activities for each child, reach out to parents to gain their involvement, collaborate with community resource partners and empower the family's capacity to ensure optimal care for their children have shown much success. Many of these comprehensive programs have been particularly effective with children identified as having special needs, being economically disadvantaged or speaking a native language other than English. The Judith P. Hoyer Early Child Care and Family Education Centers (Judy Centers), implemented by the Maryland State Department of Education, is one such initiative. Through the Judy Centers, schools or childcare facilities provide quality and comprehensive early care and development services to children age birth to five and their families. Early indications are that the Judy Center services are significantly effective in ensuring children who have special needs, receive free or reduced meals, and qualify for English as a Second Language services are prepared for school and ready to learn.     

Increasing quality in early care and learning environments

High-quality care is essential to the optimal development of young children. While many children attend childcare away from the home for an average of six hours per day, the environment is not necessarily of the highest quality. An assessment of the indoor and outdoor space, curriculum and activities, teacher and child interactions, materials, equipment, nutrition and health factors can yield critical information for parents and center administrators, teachers and staff. This study provides outcome information in regard to a state-funded Enhancement Grant project in which childcare facilities' personnel were provided with professional development activities to assist them in evaluating their early care and learning programs, and planning and implementing enhancement activities. After three years, a significant improvement resulted in several areas critical to high-quality care for young children.     

Increasing quality in early care and learning environments

High‐quality care is essential to the optimal development of young children. While many children attend childcare away from the home for an average of six hours per day, the environment is not necessarily of the highest quality. An assessment of the indoor and outdoor space, curriculum and activities, teacher and child interactions, materials, equipment, nutrition and health factors can yield critical information for parents and center administrators, teachers and staff. This study provides outcome information in regard to a state‐funded Enhancement Grant project in which childcare facilities' personnel were provided with professional development activities to assist them in evaluating their early care and learning programs, and planning and implementing enhancement activities. After three years, a significant improvement resulted in several areas critical to high‐quality care for young children.     

上海市徐汇区3岁以下婴幼儿托育服务需求现况分析

目的 了解上海市徐汇区3岁以下婴幼儿托育服务的需求现况,明确影响入托需求的主要原因,为3岁以下婴幼儿托育服务有效供给提供对策建议。方法 2019年6月采用多阶段抽样,对上海市徐汇区所有的13个街道的1 869位0~3岁儿童家长进行了线上问卷调查,采用多因素Logistic回归方法进行数据分析。结果 调查显示,51.4%的家庭有入托意愿,希望幼儿入托年龄为1~2岁和2~3岁的比例相当,分别为44.4%和45.9%。52.3%的家长会选择将幼儿送进带托班的幼儿园,93.7%的家长希望托育机构提供入托期间的餐食。入托费用方面,60.9%的家庭可负担费用在2 000~4 999元/月,家庭能承受入托费用越高的家庭,其送子女去托育机构的可能性越高(OR=1.47,95%CI:1.22~1.78)。工作状态为朝九晚五的母亲送子女去托育机构的可能性要比不工作的母亲高4倍(OR=4.20,95%CI:2.92~6.06)。结论 托育服务供给应当准确把握服务利用方的需求,增加社区型和普惠型托育机构,满足工作母亲的入托需求,有效增加托育服务供给的可及和可得性。     

上海市徐汇区3岁以下婴幼儿托育服务需求现况分析

目的 了解上海市徐汇区3岁以下婴幼儿托育服务的需求现况,明确影响入托需求的主要原因,为3岁以下婴幼儿托育服务有效供给提供对策建议。方法 2019年6月采用多阶段抽样,对上海市徐汇区所有的13个街道的1 869位0~3岁儿童家长进行了线上问卷调查,采用多因素Logistic回归方法进行数据分析。结果 调查显示,51.4%的家庭有入托意愿,希望幼儿入托年龄为1~2岁和2~3岁的比例相当,分别为44.4%和45.9%。52.3%的家长会选择将幼儿送进带托班的幼儿园,93.7%的家长希望托育机构提供入托期间的餐食。入托费用方面,60.9%的家庭可负担费用在2 000~4 999元/月,家庭能承受入托费用越高的家庭,其送子女去托育机构的可能性越高(OR=1.47,95%CI:1.22~1.78)。工作状态为朝九晚五的母亲送子女去托育机构的可能性要比不工作的母亲高4倍(OR=4.20,95%CI:2.92~6.06)。结论 托育服务供给应当准确把握服务利用方的需求,增加社区型和普惠型托育机构,满足工作母亲的入托需求,有效增加托育服务供给的可及和可得性。     

Unintentional Injury in Early Childhood: Its Relationship with Childcare Setting and Provider

We hypothesized that young children cared for by non-parents outside of the home are at higher odds of injury compared to children cared for by parents at home. Data were obtained from the 2007 National Survey of Children’s Health. Parent-reported injury prevalence within the last 12 months for 1–5 year-olds was compared for children with different childcare providers and settings. Child age, gender, race/ethnicity, special healthcare needs, residence in a Metropolitan Statistical Area, region of United States (U.S.), and measures of poverty, family structure, and parent education were considered as covariates in logistic regression models. The prevalence of injury in the U.S. for children aged 1–5 is 11.9 %. Children who attend childcare centers ≥10 h per week have a higher injury prevalence than those cared for by parents at home (13.9 vs. 10.4 % respectively, p < 0.05), but this differs by age. Among 1-year olds, the odds of injury is lower for those with care at a center compared to at home, but among 2–5 year olds, the OR is 1.37 (95 % CI 1.04, 1.80) for childcare center versus home care, after adjusting for covariates. The relationship between care at a center and unintentional injury appears stronger when no parent in the household has a high school degree. National data indicate that children aged 2–5 who attend childcare centers may be at increased odds of injury. Future population-based studies should capture the severity and context of the injury and characteristics of the childcare center to better define this relationship.     

The influence of parents and the home environment on preschoolers' physical activity behaviours: A qualitative investigation of childcare providers' perspectives

Background  

Physical activity offers numerous physiological and psychological benefits for young children; however, many preschool-aged children are not engaging in sufficient activity. The home environment, inclusive of parent role modeling, has been identified as influencing preschoolers' physical activity. This study sought to examine childcare providers' perspectives of the importance of parents and the home environment for supporting the physical activity behaviours of preschool-aged children (aged 2.5-5 years) attending childcare.     

Parenting,childcare, and children’s pre-kindergarten skills: exploring moderation by race and ethnicity

This study evaluated whether parenting and childcare experience across infancy and toddlerhood were associated with children’s reading, math, and social–behavioural skills prior to kindergarten entry. Analyses also examined whether race or ethnicity moderated associations. A representative sample of Hispanic, Black, and White children from the Early Childhood Longitudinal Study – Birth Cohort (N?=?4550) was used. Parents’ responsiveness in infancy and supportiveness in toddlerhood, as well as the home learning environment in toddlerhood, related to academic and social–emotional and behavioural readiness. Associations between certain parenting behaviours and child outcomes varied as a function of race. Additionally, compared to parent-only childcare, attendance in centre-based care at two years of age related to higher early math skills. Findings highlight the need for culturally specific early intervention to support parents in shaping early social–emotional skills in children, and suggest that exposure to centre-based childcare in the toddler years may benefit math readiness.     

The daily patterns of time use for parents of children with complex needs: a systematic review

The aim of this systematic review was to critically examine the research that quantifies and describes the daily patterns of time use by parents of children with complex needs. Four electronic databases were searched. A total of 32 studies (30 peer-reviewed journal articles and two theses) met the inclusion criteria. Three key findings emerged from the review: (a) Parents of children with complex needs carry a significant caregiving burden that often does not reduce as the age of the child increases, (b) supervision or 'vigilance' is a category of childcare that carries a particular time requirement for these parents and (c) parents of children with complex needs spend (sometimes considerable) time undertaking health care-related tasks outside the 'normal' parenting role. The time demands placed on parents caring for a child or children with complex needs at home should be considered when health professionals are negotiating essential and/or additional therapies or treatments to be included in a child's home care regime.     

Childcare and home education in families of female nurses in the People's Republic of China--survey of 15 hospitals in 5 areas

PURPOSE: The purpose of this study was to investigate the actual conditions of childcare and home education among families of female nurses in the P. R. of China. METHODS: The subjects were nurses from 15 hospitals in 3 provinces and 2 autonomous areas. They were surveyed by questionnaire regarding their childcare and home education. It was distributed by the Ministry of Health in the P. R. of China and data were collected between February and April in 1996. RESULTS: A total of 4284 (80.0%) questionnaires were collected. 1. The age of the subjects was between 18 and 62 years old with a mean of 32.9 +/- 9.0 (SD) years 71.4% of them had husbands, whose ages were between 23 and 71 years old, the mean age being 38.3 +/- 8.4 (SD) years. The family types were 63.2% nuclear family and 33.7% extended family, with 3.1% being single. 65.1% of the subjects had children, whose mean number was 1.1 +/- 0.4 (SD). Firstborn children were 49.9% girls and 50.1% boys. 2. The most popular method of infant nutrition was breast-feeding, utilized by 60.1%. The highest rate (67.8%) was in the age group of 25 to 29 years old (P < 0.01). 3. The practice of "swaddling" (wrapping the child so as not to allow movement) was more common in the over 40 year old age group than the under 40 year old group (P < 0.01). Swaddling-practice showed significant differences by area. 4. The rates for children who helped with housework were 50.3% for girls and 46.7% for boys. 5. A number of children between 7 and 18 years old were studying English privately. 6. The greatest expectation of the subjects, for their children aged between 7 and 18 years old, was to study. CONCLUSIONS: 1. Infant nutrition showed significant differences between generations, and swaddling-practice differed with the generation and the area. 2. Although girls help their parents more than boys in Japan, boys and girls equally helped their parents in the P. R. of China. 3. Concerning the topics of private learning and parents expectations, the results were similar to those in Japan.     

A comparative study of Malay-operated and Chinese-operated childcare centres in the state of Melaka, Malaysia

Demand for childcare services in Malaysia is increasing. With the changing demographic landscape and increasing knowledge of the importance of early childhood education, provision of alternative childcare services has never been more significant. Children younger than four years of age are placed in registered childcare centres while their parents work. Some children stay in the centres for half a day while others spend most of their time there. Hence, a great deal of learning takes place in these centres. The kinds of activities and how these activities are implemented may have a major influence on children's future development. Observations carried out in childcare centres in Melaka, one of the 13 states in Malaysia, revealed that there were wide variations in the services provided by Chinese and Malay childcare owners. There are 59 centres registered with the Department of Welfare, Melaka: one is Indian operated, 13 are Malay operated and the rest are Chinese operated. This paper highlights the differences in care provision between Malay-operated and Chinese-operated childcare centres along the following dimensions: (i) structured activities; (ii) toys, equipment and facilities; (iii) physical set-up; (v) division of duties among childcare providers; and (vi) availability of childcare principals or owners. This paper argues that the dimensions listed contribute to quality childcare. Recommendations are included to ensure consistency of care in these two ethnic-based childcare provision.     

Early childhood education and care in urban China: the importance of parental choice

The education and care of children during their first years has long been a topic of debate for policy‐makers and researchers. In recent years, neurological and longitudinal research has highlighted the impact the education and care environment can have on the long‐term cognitive, social and emotional development of young children. China’s policy‐makers have acknowledged the implications this research has for China’s capacity to develop an innovative economy and harmonious society. This acknowledgement is now beginning to be reflected in policies and practices designed to shape the state’s investment in early years human development. In this paper, we discuss the importance of care and education in the early years and the need for parents to be able to make informed childcare choices. Information from the research literature is supported by a survey conducted across a number of cities in China.     

Child safety from the perspective of essential needs

OBJECTIVE:

to characterize the maternal care for children under one year of age with a view to child health promotion at home.

METHOD:

exploratory study with qualitative data analysis, thematic mode, based on the conceptual framework of the essential needs of children, based on interviews recorded with 16 mothers.

RESULTS:

the analysis of the maternal narratives showed elements that facilitate the promotion of child safety: presence and involvement of the parents, constant surveillance for physical and emotional protection, experiences to stimulate child development, support networks for childcare at home; and inhibiting elements of child safety: limited perception of characteristics of child development and of children''s singularities, overprotection and difficulties to set limits.

CONCLUSION:

the study enhances the understanding of home care in child health promotion, directing professional actions to guarantee ongoing nurturing relationships, protection, respect for individual differences, experiences appropriate to child development, limit setting and construction of stable and supportive social networks. In addition, the relevance of considering the maternal perspective in child health care is considered, as a strategy to apprehend aspects related to the attendance of the growth and development needs, particularly for child health promotion at home.     

Health-related quality of life and children's happiness with their childcare

Background Almost without exception, research into the range and quality of childcare provision, and its correlates with children's development, comes from the perspective of adults. Parents, childcare workers, teachers and the general public have all been asked for their views on childcare. In contrast, there is a dearth of information on attitudes to childcare provision and its correlates from the perspective of the children themselves. Methods A total of 3657 Primary 7 children, who are 10 or 11 years of age, completed the KIDSCREEN‐27 health‐related quality of life (HRQoL) measure along with questions on their childcare provision as part of an online survey carried out in schools. Results Most children receiving childcare from people other than their parents were completely happy with their care. Childcare was related to poorer HRQoL for girls on four of the five KIDSCREEN domains, although the effect sizes were small. For both boys and girls, there were statistically significant, although modest, correlations between happiness with childcare and scores on all five domains of the KIDSCREEN‐27. Conclusions Overall, the findings suggest that most children are happy with their care and that any differences between the HRQoL of those who are cared for by their parents and those who are not are small to moderate.     

Mediators of preschoolers’ early mathematics concepts

The purpose of this study was to extend existing research relative to the predictors of early mathematics skills. Using Vygotskian theory as a framework, our primary goal was to determine whether social skills or letter awareness skills served as better mediators between receptive language and early mathematics concepts. The secondary goal was to examine possible differences in children’s early mathematics, language, letter awareness, and psychosocial skills for two different childcare settings, centre and family childcare. Participants included 109 children (48 girls) all of whom attended out‐of‐home childcare at least 13 hours each week and who would be attending kindergarten the following year. Sixty‐one children were enrolled in out‐of‐home family childcare and 48 in out‐of‐home centre childcare. Relative to our first goal, letter awareness fully mediated between receptive language and early mathematics (Sobel z‐value = 2.92, p = .003). This suggested that when children are able to understand a system of symbols for sounds and if they have sufficient receptive language skills, they are able to understand a system of symbols for number. Teaching early mathematics skills as frequently as letter awareness skills might reinforce more efficient acquisition of both. Relative to our second goal, children in centre‐based care outscored children in home‐based childcare on early mathematics and letter awareness skills. This suggested that some differential trainings for centre childcare providers versus home care providers might be appropriate so as to provide the highest quality environment for both groups of children.     

What is the Best Mode of Day Care For Young Children: A French Study

Different ways of helping parents care for babies are reviewed. The evaluations of those existing now in France are reported. Research results are presented to evaluate effects of different child care arrangements. “The Baby's Day,” which evaluates the temperament, the development of the relations, and the attitudes of the caregivers was created based on questions and observations. A study using this test was conducted with 262 children cared for in three ways: at home, at a day‐care center, and at a family day‐care home. The children were aged nine months, two years, or three and one half years (the oldest were all at the nursery school, but were previously cared for in one of these ways). The test was carried out in homes and in child‐care places. The results show differences between children cared for in different ways, as well as between the same children when they go from one environment to the other. These differences, however, do not persist when the children are at the nursery school. Social class and birth order differences were found. Improvements for each mode of child care are proposed, in order to help all children develop better and all mothers to take pleasure in parenting their babies.     

Child care arrangement and preschool development

Baseline data from the Canadian National Longitudinal Survey of Children and Youth were used to evaluate the associations between child care arrangement and poor developmental attainment (PDA). A weighted total of 521,800 children aged 2 to 3 years were studied (N = 2,709). PDA was assessed by age-standardized motor and social development score. Children were grouped by the predominant type of arrangement: care by someone in the child's own home, in another home (family child care), at a child care centre, or none (child care exclusive to parents). Controlling for socioeconomic status, biological factors and maternal immigration, family dysfunction, hostile parenting and low neighbourhood safety were correlated with PDA and positive parent-child interaction decreased the odds of PDA. Whereas centre child care arrangements were beneficial to development overall (OR = 0.41, 99% CI = 0.18, 0.93), an interaction existed between type of child care and maternal depression; among children with depressed mothers, centre child care was associated with increased odds of PDA. Findings suggest that the associations between child care arrangement and child development involve interactions of factors that influence a child's home environment. Future child development studies exploring these interactions are warranted.     

What is the Best Mode of Day Care For Young Children: A French Study

Different ways of helping parents care for babies are reviewed. The evaluations of those existing now in France are reported. Research results are presented to evaluate effects of different child care arrangements. “The Baby's Day,” which evaluates the temperament, the development of the relations, and the attitudes of the caregivers was created based on questions and observations. A study using this test was conducted with 262 children cared for in three ways: at home, at a day-care center, and at a family day-care home. The children were aged nine months, two years, or three and one half years (the oldest were all at the nursery school, but were previously cared for in one of these ways). The test was carried out in homes and in child-care places. The results show differences between children cared for in different ways, as well as between the same children when they go from one environment to the other. These differences, however, do not persist when the children are at the nursery school. Social class and birth order differences were found. Improvements for each mode of child care are proposed, in order to help all children develop better and all mothers to take pleasure in parenting their babies.