目的 探索建立学龄前困难型气质类型儿童的系统性干预方法。方法 对北京市西城区1所幼儿园学前儿童采用《3~7岁儿童气质问卷》评价并确定困难型气质儿童19人, 经家长知情同意后, 采用家长应对式培训、行为干预和亲子游戏等综合性干预措施。干预8周后重新评价儿童的气质, 并采取自编家长反馈表请家长对干预措施进行全面评价。结果 干预后儿童气质困难型比例明显下降, 比较干预前后气质类型的变化, 差异有统计学意义(P=0.000);比较干预前后儿童气质维度的变化, 在趋避性、适应性、反应强度、情绪本质、注意分散度五个气质维度上出现显著变化(P<0.05)。家长反馈结果显示对系统性干预方法满意, 实现了家长的预期目标、家长获得了新的信息, 且干预内容实用、家长易于接受, 100%的家长都支持小组活动的干预形式。结论 采用简单易行、家长易于接受的干预方法, 能使困难型气质儿童的趋避性、适应性、反应强度情绪本质及注意分散维度发生一定程度的改变。
Abstract
Objective To explore the intervention modes in preschool children with the type of difficult temperament. Methods The temperament of preschool children were assessed with Carey Child Temperament Questionnaire in a kindergarten of Xicheng District of Beijing.19 preschool children with difficult temperament were selected for the intervention after parents filled in the informed consent.Intervention methoods included parents class and parent-child interaction games.Children temperament were re-evaluated after 8 weeks' intervention.Parents survey was conducted to collect the feedback from parents on the intervention. Results 84.2% children with difficulty temperament were no more with difficulty temperament after intervention.There was significant change of difficult temperament before and after intervention (P=0.000).There was significant change in the temperament dimensions, included approach-withdrawal, adaptability, intensity, and mood (P<0.05).Parents' feedback showed that the intervention achieved the objectives, obtained new knowledge, which was easy to be joined and practical. Conclusions Intervention modes are feasible and effective.The type and dimensions of children temperament in preschool children are changed significantly after intervention.
关键词
学龄前儿童 /
气质 /
干预
Key words
preschool children /
temperament /
intervention
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] Kochanska G, Coy KC.Child emotionality and maternal responsiveness as predictors of reunion behaviors in the strange situation:links mediated and unmediated by separation dis-tress[J].Child Development, 2002, 73:228-240.
[2] 孟群, 静进.九江市城区2-6岁儿童气质特征和依恋的关系研究[J].中国儿童保健杂志, 2010, 18(10):767-769.
[3] Magee T, Sister Callista Roy.Predicting school-age behavior problems:the role of early childhood risk factors[J].Pediatr Nurs, 2008, 34(1):37-45.
[4] 刘起, 张琦, 黄向, 等.基于气质的学龄前儿童行为问题结构方程模型的研究[J].中国妇幼保健杂志, 2013, 28(3):436-438.
[5] William BC.帮你了解孩子的气质[M].景丽珍, 译.北京:中国轻工业出版社, 2002.
[6] Lemery-Chalfant K, Kao K, Swann G, et al.Childhood temperament:passive gene-environment correlation, gene-environment interaction, and the hidden importance of the family environment[J].Dev Psychopathol, 2013, 25(1):51-63.
[7] 邓成, 顾莉萍, 何婉懿, 等.中山市2-3岁儿童的家庭养育环境与其气质相关性的调查分析[J].中国儿童保健杂志, 2012, 20(7):651-653.
[8] 黎宁真, 李红辉, 刘萍, 等.早期健全人格培养对儿童气质变化影响的研究[J].中国儿童保健杂志, 2012, 20(10):939-942.
[9] 王海宁, 章煜, 朱峥嵘.运用气质特征早期干预学龄前儿童行为的研究[J].中国儿童保健杂志, 2009, 17(1):113-115.
[10] 冯慧敏, 岳亿玲, 宋仲福, 等.不同气质特点儿童的早期干预方式研究[J].中国妇幼保健杂志, 2009, 24(19):2650-2652.
[11] Rispoli KM, McGoey KE, Koziol NA, et al.The relation of parenting, child temperament, and attachment security in early childhood to social competence at school entry[J].JSch Psychol, 2013, 51(5):643-658.
[12] 许少琼.家庭养育环境因素对学龄前儿童气质及行为问题的影响研究[J].中国儿童保健杂志, 2011, 19(5):457-459.
[13] 刘津, 王玉凤.父母培训对共患对立违抗性障碍的注意缺陷多动障碍的作用[J].北京大学学报:医学版, 2007, 39(3):310-314.
PDF(423 KB)
