目的 分析学龄前儿童情绪调控能力与父母参与陪伴绘本阅读的关联,为促进学龄前儿童情绪调控能力发展提供理论依据。方法 采用随机整群分层抽样法,于2022年9—11月抽取上饶市广丰县、余干县、万年县、铅山县、婺源县5地3~6岁学龄前儿童展开调查。采用Mann-Whitney U检验或Kruskal-Wallis H检验分析学龄前儿童情绪控制能力各水平与社会人口学特征及父母参与绘本阅读情况的关联。运用多因素Logistic回归模型分析父母参与绘本阅读情况与学龄前儿童情绪控制能力的关联强度。结果 共回收有效问卷848份。幼儿平均年龄(4.33±0.95)岁,其中男童432名,女童416名。多因素Logistic回归分析结果显示学龄前儿童脾气控制能力与陪读人类型中母亲陪读为主呈正相关,与父亲陪读为主及父母双方陪读呈负相关(＞P75,母亲为主OR=4.17,95%CI:2.13~8.17;父亲为主OR=0.38,95%CI:0.21~0.70;父母双方,OR=0.14,95%CI:0.07~0.28,P<0.05),学龄前儿童社交自信(>P75,父亲为主OR=3.53,95%CI:1.62~7.66;母亲为主OR=3.52,95%CI:1.66~7.45)及焦虑控制能力(＞P75,父亲为主OR=4.32,95%CI:1.85~10.09;母亲为主OR=3.39,95%CI:1.49~7.73)与陪读人类型均呈正相关(P<0.05)。此外,学龄前儿童焦虑控制能力(＞P75)还与父亲陪读频率(有时陪读OR=0.09,95%CI:0.03~0.28;经常陪读OR=0.19,95%CI:0.06~0.60)及母亲陪读时长(＜1h/d OR=0.33,95%CI:0.12~0.91)呈负相关(P＜0.05)。结论 父亲或母亲陪读频率及时长与学龄前儿童情绪调控能力关联,父母可适度参与陪伴绘本阅读促进学龄前儿童情绪控制能力的发展。
Abstract
Objective To analyze the association between preschool children's emotional regulation ability and parents' participation in accompanying picture book reading, in order to provide theoretical reference for improving children's emotional regulation abilility. Methods From September to November 2022, preschool children aged 3 - 6 years from Guangfeng County, Yukan County, Wannian County, Yanshan County and Wuyuan County were selected by random cluster stratified sampling method. Mann-Whitney U test or Kruskal-Wallis Htest were used to analyze the correlation of different levels of children's emotional control ability with different demographic characteristics as well as parents' participation in children's picture book reading. Multivariate Logistic regression model was used to analyze the correlation between parents' involvement in picture book reading and children's emotional control ability. Results Finally 848 valid questionnaires were collected.The average age of children was (4.33±0.95)years old,with 432 boys and 416 girls.Multivariate Logistic regression analysis showed that the temperament control ability(＞P75) of preschool children was positively correlated with mother being the main accompanying caregiver (OR=4.17, 95%CI: 2.13 - 8.17), and negatively correlated with father being the main accompanying caregiver (OR=0.38, 95%CI: 0.21 - 0.70) or both parents being the main accompanying caregivers (OR=0.14, 95%CI: 0.07 - 0.28)(P<0.05). The social confidence (father as the main caregiver OR=3.53, 95%CI:1.62 - 7.66; mother as the main caregiver OR=3.52, 95%CI: 1.66 - 7.45) and anxiety control abilities(father as the main caregiver OR=4.32, 95%CI: 1.85 - 10.09; mother as the main caregiver OR=3.39, 95%CI: 1.49 - 7.73) of preschool children were positively correlated with the type of accompanying caregiver(P<0.05). Additionally, the anxiety control ability (＞P75) of preschool children was negatively correlated with father's accompanying frequency (sometimes OR=0.09, 95%CI: 0.03 - 0.28; often OR=0.19, 95%CI: 0.06 - 0.60) and mother's accompanying duration (<1h/d OR=0.33, 95%CI: 0.12 - 0.91) (P<0.05). Conclusions The frequency and duration of accompanying reading by father or mother are correlated with the emotional regulation ability of preschool children. Parents can moderately participate in picture book reading to promote the development of preschool children's emotional control ability.
关键词
父母参与 /
绘本阅读 /
学龄前儿童 /
情绪调控能力 /
关联研究
Key words
parental participation /
picture book reading /
preschooler /
emotional regulation ability /
association
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基金
江西省教育科学规划重点项目(18ZD070)
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