互动式养育对出生后持续亲子分离致学龄前期儿童认知功能损伤的缓冲效应

doi:10.11852/zgetbjzz2024-0933

摘要/Abstract

摘要： 目的探讨出生后亲子分离不同持续时间对学龄前儿童认知功能的影响及互动式养育的调节效应,以促进留守儿童认知功能健康发展。方法于2021年9月在芜湖市某农村地区招募450名学龄前儿童,开展认知发育评估。采用父母和主要抚育人问卷评估亲子分离及其时相(仅3岁前分离、仅3岁后分离、出生后持续亲子分离)和互动式养育水平(家中书籍数量、给孩子讲故事、和孩子一起阅读、唱歌、做游戏、数数)。亲子分离的定义是儿童与父母分离超过6个月/年。通过中文版《韦氏幼儿智力量表-第四版》(WPPSI-Ⅳ)对学龄前儿童的认知功能进行评估。结果受试儿童平均年龄为(4.60±0.56)岁,其中男童214人(47.6%)。结果显示,31.3%(141/450)的学龄前期儿童经历过亲子分离,其中22.7%(32/141)经历持续亲子分离。相比于无亲子分离组儿童,持续亲子分离的学龄前儿童总智商得分显著降低(β=-7.11, 95%CI:-10.83～-3.39, P<0.001),但这一关联仅在互动式养育低水平组(≤4分)中显著,互动式养育中等水平组(5分)和高水平组(≥6分)中未观察到这一关联。结论互动式养育有助于缓冲出生后持续亲子分离所致的学龄前期认知损害效应。

关键词: 亲子分离, 学龄前儿童, 认知发育, 互动式养育

Abstract: Objective To explore the impact of different durations of parent-child separation after birth on the cognitive function of preschool children and the moderating effect of interactive parenting, in order to promote the healthy development of cognitive function in left-behind children. Methods In September 2021, 450 preschool children aged 0 - 6 years were recruited from a rural area in Wuhu City for cognitive development assessment. Parent and primary caregiver questionnaires were used to assess parent-child separation and its timing(separation only before 3 years old, separation only after 3 years old, continuous separation from birth), as well as the level of interactive parenting(number of books at home, storytelling to children, reading, singing, playing games, and counting with children). Parent-child separation was defined as the child being separated from their parents for more than 6 months per year. The cognitive function of preschool children was assessed using the Chinese version of the Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition(WPPSI-Ⅳ). Results The mean age of the participating children was (4.60±0.56) years old, with 214 boys(47.6%).31.3%(141/450) preschool children had experienced parent-child separation, with 22.7%(32/141) experiencing continuous separation. Compared with children without parent-child separation, preschool children with continuous separation had significantly lower total IQ scores(β=-7.11, 95%CI: -10.83 to -3.39, P<0.001). However, this association was only significant in the low-level group of interactive parenting(≤4 points), and was not observed in the medium-level group(5 points) or high-level group(≥6 points) of interactive parenting. Conclusion Interactive parenting helps to buffer the adverse effects of continuous parent-child separation after birth on preschool cognitive function.

Key words: parent-child separation, preschool children, cognitive development, interactive parenting

中图分类号:

R179

张安慧, 马凯, 汪玉芬, 王玲玲, 孙莹. 互动式养育对出生后持续亲子分离致学龄前期儿童认知功能损伤的缓冲效应[J]. 中国儿童保健杂志, 2025, 33(3): 254-258.

ZHANG Anhui, MA Kai, WANG Yufen, WANG Lingling, SUN Ying. Buffering effect of interactive parenting on cognitive impairment in preschool children caused by persistent parent-child separation after birth[J]. Chinese Journal of Child Health Care, 2025, 33(3): 254-258.

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