Objective To analyze the learning ability levels and its associated factors among children aged 3 - 6 years in Jiangsu Province, so as to provide a scientific basis for early identification and intervention of children with impaired learning ability. Methods A multistage stratified cluster random sampling method was used to recruit preschool children from 24 kindergartens in 6 cities of Jiangsu Province between November 2021 and April 2022. Data were collected using a general information questionnaire and the Preschool Children Learning Ability Scale.A higher total score indicated a higher risk of impaired learning ability. Multivariate linear regression analysis were used to identify factors associated with learning ability. Results A total of 3 701 children were included, comprising 1 945 boys (52.55%) and 1 756 girls (47.45%). Univariate analysis showed that scores for learning ability differed significantly by sex (t=4.408), age (F=32.059), ability to understand (t=5.439) or speak (t=5.379) two or more languages, participation in extracurricular classes (arts, t=7.004; languages, t=5.789; puzzles, t=3.059; sports, t=3.662), paternal education level (F=11.147), maternal education level (F=10.477), and average monthly household income (F=14.242) (P<0.01).Multiple linear regression analysis demonstrated that being female (β=-0.072), increasing age (4 to <5 years: β=-0.130; 5 to <6 years: β=-0.189; 6 to <7 years: β=-0.173), the ability to understand (β=-0.049) or speak (β=-0.057) two or more languages, maternal education at the bachelor's (β=-0.118) or master's degree level and above (β=-0.055), and higher average monthly household income in RMB(5 000 to <10 000:β=-0.107; 10 000 to <30 000: β=-0.177; ≥30 000: β=-0.155) were negatively associated with learning ability scores (P<0.05), indicating a lower risk of learning impairments. Conclusions The learning abilities of preschool children are jointly influenced by gender, age, multilingual exposure, and family socioeconomic status. Targeted monitoring and support should be provided for boys and younger children. Furthermore, families should be encouraged to create rich linguistic environments, and early education guidance and resource support should be strengthened for families with lower socioeconomic status to promote comprehensive early childhood development.
Key words
learning abilities /
multilingual exposure /
family socioeconomic status /
learning disabilities /
preschool children
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