儿童语言发育迟缓的智能发育现状及影响因素分析

目的 分析语言发育迟缓儿童智能发育现状及影响的相关因素,为早期干预提供依据。方法 采用北京首都儿童研究所“0～6岁儿童神经心理发育量表”对2018年1-6月佛山市妇幼保健院儿童保健科174例首诊语言发育迟缓的患儿进行智能发育测查,并自制问卷对可能影响语言发育的出生高危史,语言发育迟缓家族史等先天因素与家庭环境因素进行调查分析。结果 首诊年龄越大,各能区发育商(F=4.999、5.479、25.546、16.401、13.733)和总发育商(F=22.716)下降越明显,差异有统计学意义(P＜0.01);家庭环境因素单因素分析中留守儿童的语言发育商低于非留守儿童,差异有统计学意义(t=3.182,P＜0.05);多元线性分析中显示非父母为主要抚养者和留守儿童影响儿童语言发育(β=3.606、8.088,P＜0.05)。结论 语言发育与家庭环境因素密切相关,评价儿童家庭环境中潜在的影响因素,有利于指导家长创造积极的语言环境,促进儿童语言发育。     

家庭内方言环境对儿童语言发育影响研究

目的探究家庭内方言环境对儿童语言发育的影响。方法在2017年8月-2018年11月选取年龄1.5～2岁的儿童726人,进行婴幼儿沟通和象征性行为发展量表调查。结果共调查儿童726人,语言发育可疑84人,占比11.57%,其中方言家庭环境儿童组人数189人,占比26.03%。普通话家庭语言环境537人,占比73.97%,其中方言家庭环境儿童组语言评估异常31人,普通话家庭环境儿童组语言评估异常53人,差异有统计学意义(P0.05);在家长对孩子发育情况担心的问题上,担心儿童语言发育共28人,方言家庭环境儿童组共18人,普通话家庭环境儿童组共10人,差异有统计学意义(P0.01)。结论家庭内方言环境在儿童语言发育上存在比较大的影响,在年龄较低的儿童成长过程中提供普通话家庭语言环境更有利于儿童语言发育成长,减少儿童语言发育出现的问题。     

早期语言暴露对儿童语言发育的中长期影响

早期语言暴露的数量和质量对儿童语言发育的影响是至关重要的。根据儿童的发育年龄,家庭语言输入的质和量应该及时调整。18个月前父母语言输入的总词汇数量最为重要;30个月时输入词汇的多样性与复杂程度尤为重要,其中成人-儿童的对话轮换数同样重要;42个月时叙述、解释等语言输入最为重要。屏幕暴露和电子(发声)玩具对婴幼儿语言发育和亲子交流是弊大于利,在低受教育家庭中的儿童特别容易受到早期屏幕暴露的不利影响。     

儿童早期语言发育迟缓的影响因素分析

目的 分析儿童语言发育迟缓的影响因素,为儿童语言发育迟缓的早期干预提供参考依据。方法 选择2016年10月-2017年6月广州城区248名1～6岁儿童,其中语言发育迟缓儿童124名(病例组),语言发育正常儿童124名(对照组)。采用病例对照方法对家长进行问卷调查,分析探讨家庭环境、出生情况、行为与语言发育的相关性。语言评定方法应用S-S评定法。结果 在调查的儿童中,Logistic逐步回归分析显示具有统计学意义的危险因素7项,分别为隔代抚养(OR=3.391,95%CI:1.654～6.951)、母亲文化程度低(OR=5.186,95%CI:2.245～11.981)、教语言用有声电子玩具或读物(OR=2.070,95%CI:1.122～3.817)、屏幕接触时间每天超过1 h如看电视(OR=2.305,95%CI:1.245～4.267)、看手机或IPAD(OR=3.246,95%CI:1.277～8.248)、出生有高危因素(OR=2.253,95%CI:1.084～4.680)及孕期高危因素(OR=2.575,95%CI:1.129～5.873)。结论 家庭环境、教养方式、屏幕时间对儿童早期语言发育的影响不容忽视,良好的环境、科学的养育观念可预防儿童语言发育迟缓。     

儿童早期语言发育迟缓的影响因素分析

目的 分析儿童语言发育迟缓的影响因素,为儿童语言发育迟缓的早期干预提供参考依据。方法 选择2016年10月-2017年6月广州城区248名1～6岁儿童,其中语言发育迟缓儿童124名(病例组),语言发育正常儿童124名(对照组)。采用病例对照方法对家长进行问卷调查,分析探讨家庭环境、出生情况、行为与语言发育的相关性。语言评定方法应用S-S评定法。结果 在调查的儿童中,Logistic逐步回归分析显示具有统计学意义的危险因素7项,分别为隔代抚养(OR=3.391,95%CI:1.654～6.951)、母亲文化程度低(OR=5.186,95%CI:2.245～11.981)、教语言用有声电子玩具或读物(OR=2.070,95%CI:1.122～3.817)、屏幕接触时间每天超过1 h如看电视(OR=2.305,95%CI:1.245～4.267)、看手机或IPAD(OR=3.246,95%CI:1.277～8.248)、出生有高危因素(OR=2.253,95%CI:1.084～4.680)及孕期高危因素(OR=2.575,95%CI:1.129～5.873)。结论 家庭环境、教养方式、屏幕时间对儿童早期语言发育的影响不容忽视,良好的环境、科学的养育观念可预防儿童语言发育迟缓。     

儿童语言发育迟缓的病因及临床分析

对35例语言发育迟缓儿童进行了临床分析和研究,结果语言发育迟缓儿童在幼儿和学龄前期主要表现为开始说话的年龄晚、语言发育进程缓慢、语言表达能力明显低于同年龄的正常儿童。而听力障碍、宫内及围产期高危因素是造成儿童语言发育迟缓的主要原因。由于早期适宜的语言训练对促进语言落后儿童的语言发育有益,因此在儿童的日常体检中应同时对儿童的语言发育进行评价,以早期发现儿童的语言迟缓,早期干预。     

0~4岁儿童语言发育现状及影响因素分析

目的 了解0~4岁儿童语言发育现况,分析其语言发育的影响因素。方法 采用首都儿科研究所编制的《中国儿童发育量表》对667名0~4岁的儿童进行语言发育商测查,用问卷方式调查家庭语言环境影响因素。所收集的资料采用单因素分析、多元线性回归分析进行统计。结果 667例儿童语言发育商平均值为100.84±13.36;单因素分析发现主要抚养人、父亲文化程度、育儿方式、语言障碍家族史对0~4岁儿童语言发育商存在影响(P＜0.05);多元线性回归分析显示父母为主要抚养人、多交流的育儿方式、父亲文化程度高有利于0~4岁儿童语言发育。结论 儿童语言发育与家庭环境因素密切相关,抚养人创造积极的语言环境有利于儿童语言发育。     

4～5岁儿童行为问题与家庭环境关系的研究

[目的]探讨影响4～5岁儿童行为发育的家庭环境。[方法]采用Achenbech儿童行为量表和自制家庭环境问卷对600名4-5岁儿童的行为及其家庭环境进行调查，并对调查结果进行多元回归分析。[结果]影响4-5岁儿童行为问题的家庭因素包括家庭结构、父母亲职业和健康状况及对儿童的经济投入情况等。不同家庭环境因素对4-5岁儿童各行为因子产生不同的影响，这种影响存在明显的性别差异。[结论]家庭环境对4-5岁儿童行为发育产生重要影响，在对儿童行为问题进行干预时要重视家庭环境的作用，并要注意性别差异。     

影响儿童语言和识字能力的研究进展

现代生活中 ,儿童的语言和识字受家庭认知环境的影响。近年来无论从流行病学的研究 ,还是干预或神经生物的研究 ,均证实儿童早期经验是日后语言和识字能力发展的基础。在早期经验中 ,最关键的是父母与孩子之间的语言交流。通过这样的交流 ,促进儿童早期的语言发育 ,也促进儿童学龄期的阅读理解。儿童保健医生处于独特的位置 ,即在常规保健中指导父母根据不同年龄儿童的发育水平 ,应用有关的技能技巧 ,促进儿童的语言和识字。     

家庭环境对儿童智力影响因素的条件Logistic回归分析

儿童智力的发育受遗传与环境因素的双重影响,遗传因素是智能发育的基础,而后天的环境及教育程度则是智能发育的必备条件,本文研究对智力超常儿童的家庭环境进行了条件Logistic回归分析,旨在探讨家庭环境诸因素对儿童智力发育的影响程度,从而为优生优育优教及儿童智力的开发提供依据。     

家庭养育与儿童早期语言发展

语言学习是儿童学习能力与语言环境相互作用的产物,其发生在儿童积极参与的社会环境中。语言能力的差异在婴幼儿期开始出现,贯穿并影响人的一生。近年来,越来越多国内外学者开展针对家庭养育对儿童早期语言发展的研究。了解家庭养育对儿童早期语言发展的影响,为从家庭养育角度制定预防及干预策略、促进儿童早期语言最佳发展提供依据。     

Contributions of the home literacy environment to preschool-aged children's emerging literacy and language skills

This paper reports on a study that examined both the concurrent and logitudinal connections between multiple components of the home environment and indicators of preschool-aged children's literacy and language development. Data were collected from 85 parents and their children at two different times. Results of structural path models indicated that (a) parental literacy habits were positively associated with parental reading beliefs, (b) parental reading beliefs were positively associated with parent-child literacy and language activities in the home, and (c) parent-child literacy and language activities were positively associated with children's print knowledge and reading interest. Parental demographic characteristics were associated with children's expressive and receptive language skills. The results highlight how different components of the home literacy environment are associated with different components of preschool-aged children's literacy and language abilities, findings that become more important as educators and policy-makers look for ways to enhance children's literacy and language development.     

Cross-border marriage and disparities in early childhood development in a population-based birth cohort study: the mediation of the home environment

Background Taiwan has experienced a large influx of cross‐border marriage migrants in recent years. The majority have been women in their childbearing ages and have come from countries with lower average standards of living than Taiwan. This trend has changed the ethnic composition of children who live in Taiwan, and it has generated considerable social concern over the future health status of Taiwan's citizens. This study aimed to examine: (1) whether there are disparities in development between children reared in families characterized by cross‐border marriages and children reared in families with two Taiwanese‐born parents; and (2) whether the quality of home environment explains the group differences in early childhood development. Methods Data came from the Taiwan Birth Cohort Study. A total of 19 499 participants who completed 6‐month, 18‐month and 3‐year surveys were included for analysis. Cross‐border marriage status was defined by mother's original nationality and categorized into three broad groups: Taiwanese‐born, Chinese cross‐border and South‐East Asian (SEA) cross‐border. Early childhood development was measured at age 3 years, and covered the domains of gross motor, fine motor, language and socio‐emotional competence. Hierarchical linear regressions were used to examine the mediation effects of the home environment. Results Children of Chinese and SEA cross‐border groups scored lower in fine motor, language and socio‐emotional competence than those of their Taiwanese‐born counterpart at age 3 years. Chinese–Taiwanese group differences in all three developmental domains became insignificant after the addition of home environment, while SEA–Taiwanese group differences in fine motor and language development remained, yet were noticeably reduced. The mediation of home environment was further confirmed using the Sobel test. Conclusions Home environment plays a central role in reducing the disparities in developmental outcomes among children of different marriage groups. Interventions should be directed towards enhancing the quality of early home environment for children reared in families of cross‐border marriages.     

家庭养育环境对幼儿语言发育迟缓影响的病例对照研究

目的 研究儿童家庭养育环境对幼儿语言发育迟缓的影响,为促进儿童早期语言发育提供依据。方法 采用随机抽样法选取2017年11月—2018 年8月于上海市儿童医院儿童保健科诊断为语言发育迟缓的112例儿童作为语言迟缓组,以性别、年龄作为匹配因素,筛选同期正常体检127例的儿童作为对照组,利用1～3岁儿童家庭养育环境量表、幼儿语言发育迟缓流行病学调查问卷对研究对象进行问卷调查。结果 语言发育迟缓组儿童的父母文化程度均低于正常儿童组,运动能、应物能、言语能、应人能发育商分数均落后于正常儿童(P＜0.01)。正常组儿童总体家庭养育环境优于语言迟缓组儿童(Z＝-2.884,P＝0.004),在情感温暖/环境气氛、社会适应及自理、语言及认知信息维度中,语言迟缓组儿童家庭养育评价较差(Z=-2.032、-3.974、-4.835,P＜0.05或＜0.01)。控制了混杂因素后结果显示,儿童家庭养育环境是影响其语言发育的重要因素(P＜0.01)。儿童言语能发育商与其家庭养育环境呈正相关(r=0.480,P＜0.01),家庭养育环境总评分每增加1分,儿童言语能发育商DQ平均上升0.45。结论 家庭养育环境是影响儿童语言发展的重要因素,建议家庭内增加儿童参与认知活动的机会,提高亲子互动的质量。     

脑科学视野下的养育照护

生命早期是脑发育的关键期,具有高度的可塑性。脑科学研究证据表明,养育照护环境与儿童大脑结构与功能、心理行为发育有关。在关键期内,良好的健康、充足的营养、回应性的照护、安全的保障和早期学习的机会为儿童脑发育提供所需的早期环境,促进儿童感觉、知觉、知觉动作、语言、认知、情绪、社会性等都认知能力发展,充分发挥儿童早期发展潜能。为促进儿童的健康发展,应开展脑科学指导下的养育照护,创造丰富而适宜的后天养育环境,支持儿童的早期发展尤其是大脑的发展。     

Exploring Young Children's Literacy Development Through Play

An exploratory study was conducted to determine the effects of literacy-enriched play centers and the emergent literacy behaviors of five-year-old kindergarten children. This study focused on play activities that promote reading and writing that can be integrated in play centers in the early childhood curriculum. Qualitative analysis of the data indicated that a language or literacy component can be integrated in the play activities of kindergarten children. Play activities were used to promote the inventing symbols and messages in children's writing. The teachers in the kindergarten classrooms created a literate environment to promote the children's literacy development.     

The influence of maternal depression, caregiving, and socioeconomic status in the post-natal year on children's language development

Background   Post-natal depression is common and has been associated with adverse effects on children's later emotional and behavioural development. The evidence for effects on children's cognitive development is unclear but this could potentially be a major public health issue. The aim was to examine whether maternal depression and maternal caregiving during the first year of life are associated with children's subsequent language development.
Methods   One thousand two hundred and one women were recruited from antenatal and post-natal baby clinics in two areas in England, and followed up until their babies were 3 years. Mothers and children were assessed by questionnaire, interview and home observation; 999 children's language was assessed at 36 months, although 55 were excluded principally because they had been exposed to insufficient English.
Results   In bivariate analyses maternal depressive symptomatology in the post-natal year but not at 36 months was associated with poorer child language at 36 months; maternal caregiving, was positively associated with language. Structural Equation Modelling revealed that depression was associated with poorer caregiving but was not independently associated with language. Higher quality caregiving at 10 months was associated with better language. When the sample was split by socioeconomic factors the effects of depression on caregiving were stronger in the less advantaged group. In both groups poorer quality early caregiving predicted lower language outcome.
Conclusions   Post-natal depression had a negative effect on caregiving, which in turn affected language; post-natal depression did not have an additional direct effect on language. Socioeconomic factors moderated the effects of depression on caregiving. When targeting interventions at mothers with post-natal depression, it may be strategic to focus on lower socioeconomic groups at higher risk.     

家庭养育环境对儿童早期发育及情绪社会性发展的前瞻性研究

目的 探讨早期家庭养育环境对儿童发育水平、情绪社会性发展的影响,为促进儿童早期发展提供依据。方法 随机抽取济南市188名婴幼儿分别在3月龄、12月龄行《儿童家庭养育环境问卷》测评,2岁行《12~36月龄儿童情绪社会性评估量表》和《0~6岁小儿发育诊断量表》测评,分析家庭养育环境与发育水平和情绪社会性发展间的关系。结果 3月龄家庭养育环境总分、感知/认知、人际互动/喂养因素和12月龄语言/认知因素与儿童2岁DQ及大部分能区得分呈正相关;12月龄社会适应/自理因素与2岁语言发育呈正相关。3月龄家庭养育环境总分与2岁时外显行为、失调域得分呈负相关。12月龄时家庭养育环境总分及社会适应/自理、忽视/惩罚因素与外显行为域、失调域呈负相关,所有养育环境因素均与社会能力域呈正相关。结论 早期家庭养育环境对儿童早期发育和情绪社会性发展均有显著影响;改善家庭养育环境对促进儿童早期发育和情绪社会性发展越早越好。     

家庭阅读环境在父母受教育程度与3~4岁儿童词汇水平间的中介作用

目的 探讨父母亲受教育程度、家庭阅读环境、儿童词汇水平之间的关系,为家庭做好入园语言准备和促进教育起点公平提供理论依据。方法 2021年11月—2022年1月从3所城市幼儿园和1所农村幼儿园随机抽取84名3~4岁儿童,采用皮博迪图片词汇测验(PPVT-R)和表达性词汇测验(EVT)调查儿童词汇水平,使用自编问卷调查家庭阅读环境状况,对所得数据进行单因素方差分析、相关分析和中介效应分析。结果 1)父母受教育程度不同,其家庭阅读环境和儿童词汇水平差异有统计学意义(P<0.05)。2)父母受教育程度与家庭阅读环境、儿童词汇水平两两之间具有显著正相关(P<0.05),其中母亲受教育程度与后两者的相关性更强(r=0.663,P<0.001)。3)家庭阅读环境在父亲受教育程度与儿童词汇水平之间具有部分中介作用,中介效应占总效应的41.59%(χ²/df=1.181,RMSEA=0.047,GFI=0.971,AGFI=0.898,TLI=0.985,CFI=0.994);家庭阅读环境在母亲受教育程度与儿童词汇水平之间具有部分中介作用(χ²/df=1.252,RMSEA=0.055,GFI=0.963,AGFI=0.886,TLI=0.982,CFI=0.992),中介效应占总效应的19.51%。结论 家庭阅读环境在父母受教育程度儿童词汇水平之间具有部分中介作用,且中介效应值存在差异。应重视儿童早期词汇发展,优化家庭阅读环境质量;提高父亲参与度,低受教育程度父亲可通过改善家庭阅读环境以促进儿童词汇发展;鼓励低受教育程度母亲在做好家庭阅读环境创设的同时,也应提高自身语言质量。