蒙氏教育法对2~4岁儿童社会适应能力发展的影响

目的 观察蒙氏教育法对幼儿社会适应能力的影响。 方法 采用前瞻性研究方法观察蒙氏教育法对2~4岁儿童社会适应能力的影响。选择某幼儿园新入园的257名2~4岁儿童为研究对象,随机分配到蒙氏组和普通组。扣除失访者,最终获得蒙氏组108名和普通组124名的数据资料。蒙氏组除接受常规传统教育内容外,每日参加2小时的蒙氏教育活动,包括蒙氏教具操作,数小豆子、穿扣子、用珠子认识多与少的概念、训练走直线等;普通组仅接受常规传统教育。采用一般情况问卷和左启华修订的婴儿-初中生社会生活能力量表分别调查儿童基本情况及社会适应能力,于新生入园时及1年后共发放问卷调查2次。比较两组儿童1年前后社会适应能力水平的变化。 结果 两组儿童平均年龄及性别、父母亲文化程度、家庭人均月收入构成及社会适应能力的基线水平比较,差异均无统计学意义(均P＞0.05),具有可比性。实施蒙氏教育法一年后,蒙氏组幼儿独立生活(10.56±0.66) vs. (10.35±0.48)]、交往(10.41±0.82) vs. (10.11±0.59)]、自我管理能力(11.72±1.34) vs. (11.16±1.32)]及社会生活总能力得分(10.64±0.79) vs. (10.22±0.67)]显著高于传统组,差异有统计学意义(均P＜0.05),而运动(10.13±0.75) vs. (10.11±0.41)]、作业操作(10.70±1.05) vs. (10.71±1.06)]、参加集体活动(10.59±0.76) vs. (10.54±0.77)]两组差异无统计学意义(均P＞0.05)。 结论 蒙氏教育可促进2~4岁儿童社会适应能力的发展。

Effect of Montessori educational mode on social adaptation capacitydevelopment in children aged 2-4 years

Objective To observe the effect of Montessori educational mode on children’s social adaptability. Methods The effect of Montessori educational mode on the social adaptability of children aged 2-4 years was observed in a prospective study. 257 children aged 2-4 years who were newly enrolled in a kindergarten were randomly assigned to the Montessori group and the control group. We finally obtained the data of children in the Montessori group (n=108) and the control group (n=124) excluding children who lost contact with us. In addition to receiving conventional education, children in the Montessori group participated in two hours of Montessori education activities every day, including operating teaching aids, counting small beans, buttoning, recognizing the concept of numbers with beads and walking in a straight line. The control group received only conventional education. The general situation questionnaire and Social Adaptation Scale for Infants-Junior Middle School Students Revised by ZUO Qi-hua were used to investigate the general information and social adaptability of children at the time of admission and one year after admission. The changes of social adaptability before and one year after admission were compared between the two groups. Results We compared the baseline levels of children’s average age and gender, parental educational background, composition of household per capita monthly income and social adaptability between the two groups, and the differences had no statistical significance (all P>0.05), but had comparability. One year after implementing Montessori education, the scores of self-help ((10.56±0.66) vs. (10.35±0.48)), communication ((10.41±0.82) vs. (10.11±0.59)), self-direction ((11.72±1.34) vs. (11.16±1.32)) and overall ability of social life ((10.64±0.79) vs. (10.22±0.67)) were significantly higher in the Montessori group than in the control group, with statistically significant differences (all P<0.05). However, no statistically significant differences were found in the abilities in locomotion ((10.13±0.75) vs. (10.11±0.41)), occupation ((10.70±1.05) vs. (10.71±1.06)) and socialization ((10.59±0.76) vs. (10.54±0.77)) between the two groups (all P>0.05). Conclusions Montessori education promotes the development of social adaptability in children aged 2-4 years