目的 探讨家庭养育环境对儿童早期语数能力发展的影响,为促进儿童早期语数能力发展提供科学依据。方法 采用横断面整群抽样方法,于2024年3—5月选取长治市所辖12个区(县)幼儿园47 541名3~6岁儿童为研究对象。采用中国儿童早期发展指数(CheHCI)量表评估儿童语数能力,辅以3~6岁儿童家庭养育环境量表、一般情况调查表。通过问卷星收集并整理数据,使用SPSS 27.0进行统计分析。结果 长治地区3~6岁儿童早期语数能力总体得分为0.739±0.197,其中3~<4岁为(0.573±0.197)分,4~<5岁为(0.717±0.177)分,5~<6岁为(0.847±0.144)分。家庭养育环境中语言/认知(r=0.152)、情感温暖/自我表达(r=0.091)、社会适应/自我管理(r=0.128)、活动多样性/游戏参与(r=0.119)、环境气氛(r=0.107)与儿童早期语数能力发展呈正相关(P<0.01),忽视/干涉/惩罚与儿童早期语数能力发展呈负相关(r=-0.021,P＜0.01)。多元线性回归分析结果表明:年龄较大(4~<5岁:β=0.353, 5~<6岁:β=0.676)、女性(β=0.042)、足月儿(β=0.013)、新生儿期无住院史(β=0.011)、母孕期无高危因素(β=0.020)、不存在屏幕暴露(β=0.036)、父母亲大学以上文化程度(母:β=0.033;父:β=0.019)、家庭月收入≥10 000元(β=0.020)的儿童语数能力得分较高(P＜0.05)。家庭养育环境中语言/认知(β=0.167)、社会适应/自我管理(β=0.043)对儿童早期语数能力有正向预测作用(P＜0.05);忽视/干涉/惩罚(β=-0.014)对儿童语数能力有负向预测作用(P＜0.05)。结论 家庭养育环境与学龄前儿童早期语数能力发展密切相关。良好的语言认知刺激、社会适应支持及较少的忽视和惩罚性养育,可能有助于儿童语数能力发展。应关注家庭养育环境优化及减少儿童屏幕暴露,为儿童早期发展提供支持。
Abstract
Objective To explore the effect of home nurturing environment on early language and mathematical abilities in preschool children, so as to provide a scientific basis for promoting the development of these abilities in early childhood. Methods A cross-sectional cluster sampling method was employed to recruit 47 541 kindergarten children aged 3 to 6 years from 12 districts and counties in Changzhi City between March and May 2024. The Chinese Early Human Capability Index (CheHCI) was utilized to assess language and mathematics abilities, supplemented by the 3 - 6 Years Child Home Nurture Environment Scale and a general demographic questionnaire. Data were analyzed using SPSS version 27.0. Results The overall score of early language and mathematical abilities was 0.739±0.197 among children aged 3 - 6 years. The scores for children aged 3 -<4, 4 -<5, and 5 -<6 years were 0.573±0.197, 0.717±0.177, and 0.847±0.144, respectively. Home nurturing environment dimensions of language/cognitive stimulation (r=0.152), emotional warmth/self-expression (r=0.091), social adaptation/self-management (r=0.128), activity diversity/game participation (r=0.119), and environmental atmosphere (r=0.107) were positively correlated with early language and mathematical abilities (P<0.01), whereas neglect/interference/punishment was negatively correlated with these abilities (r=-0.021, P<0.01). Multiple linear regression analysis indicated that older age (4 - <5 years:β=0.353, 5 - <6 years: β=0.676), females (β=0.042), full-term birth (β=0.013), absence of neonatal hospitalization (β=0.011), absence of maternal high-risk factors during pregnancy (β=0.020), no screen exposure (β=0.036), higher parental educational level (mother's education: college degree or above: β=0.033, father's education: college degree or above: β=0.019), and monthly household income ≥10 000 yuan (β=0.020) were associated with higher language and mathematical scores (P<0.05). In addition, language/cognitive stimulation (β=0.167) and social adaptation/self-management (β=0.043) in the home nurturing environment were positively associated with children's language and mathematical abilities, whereas neglect/interference/punishment (β=-0.014) was negatively associated with these abilities (P<0.05). Conclusions Home nurturing environment is closely associated with early language and mathematical development in preschool children. Better language and cognitive stimulation, stronger support for social adaptation, and fewer neglectful or punitive parenting behaviors may contribute to improved language and mathematical abilities. Optimizing the home nurturing environment and reducing screen exposure may help support early childhood development.
关键词
儿童早期语数能力 /
中国儿童早期发展指数 /
家庭养育环境 /
早期发展
Key words
early childhood language and mathematical abilities /
China Early Childhood Development Index /
home nurturing environment /
early childhood development
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基金
山西省研究生教育创新计划项目(2024SJ402)
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