30～36月龄城市幼儿性别及家庭因素与社会能力发展的关系  

Relation of gender and family environment to social-ability development in children aged 30～36 months in urban China

作　　者：刘国艳[1] 王惠珊[2] 张建端[3] 连光利[2] 黄小娜[2] 石淑华[3] 

机构地区：[1]深圳大学师范学院学前教育系,深圳518060 [2]中国疾病预防控制中心妇幼保健中心儿童保健部,北京100013 [3]华中科技大学同济医学院公共卫生学院儿少卫生与妇幼保健学系,武汉430030

出　　处：《中国心理卫生杂志》2010年第4期295-299,共5页Chinese Mental Health Journal

基　　金：中国疾病预防控制中心妇幼项目(2005-17)

摘　　要：目的:探讨中国城市30～36月龄幼儿性别及家庭环境与社会能力发展的关系,以优化儿童成长的教养环境,促进情绪社会性健康发展。方法:采取横断研究设计,以分层随机抽样的方法,抽取14个大中城市1437名30～36月龄幼儿的母亲为调查对象。用自拟社会人口学问卷及中国婴幼儿社会性和情绪发展量表(Chinese Toddler Social and Emotional Assessment,CTSEA)进行被调查幼儿社会能力发展状况筛查后,用多元逐步回归分析其性别、家庭环境与社会能力发展的关联。结果:1437名幼儿中,疑似社会能力发展偏离者301名,占总人数20.9%,其中男童160名(11.1%),女童141名(9.81%),男童与女童疑似社会能力发展偏离人数差异无统计学意义(χ2=2.220,P>0.05);社会能力发展各维度中,女童的依从性[(8.00±2.59)vs.(7.67±2.50),P<0.05]及亲社会的同伴关系[(5.24±1.87)vs.(4.86±1.73),P<0.01]得分高于男童。多元逐步回归分析显示,父母对幼儿的了解程度、父母职业、家庭经济状况及构成等与幼儿社会能力发展的不同维度有关。结论:幼儿性别与其社会能力发展过程中依从性及亲社会的同伴关系有关,造就优良的家庭环境,增强父母理性的教育观念并根据幼儿特点进行养育,对幼儿社会能力发展具有重要意义。Objective： To explore the relation of gender and family environment to social-ability development in children aged 30 - 36 months in urban China, and to optimize the children education environment, promoting their healthy of social-emotional development. Methods： Totally 1437 children aged 30 - 36 months were involved by a stratified cluster sampling scheme from 14 large-media cities in China, and were surveyed with the Chinese Toddler Social and Emotional Assessment （ CTSEA ） and social demographic questionnaire. The t-test and multiple stepwise regression analysis were used to analyze the surveyed results. Result： There were 301 （20. 9% ） ohildren who had the suspected positive social-emotional ability, including 60 boys （ 11.1% ） and 141 girls （9. 81% ） . There were no gender differences in suspected positive rates of social-emotional ability （ χ2 = 2. 220, P 〉 0. 05 } . But in the social-emotional ability, girls scored higher than boys in compliance [ （ 8.00 ± 2. 59） vs.（ 7. 67 ± 2. 50）, P 〈 0. 05 ] and prosaically peer relations [ （ 5.24± 1.87 ） vs. （ 4. 86 ±1.73 ）, P 〈 0. 01 ] . The results also indicated that social-emotional ability was not only correlated with gender, but also with parents＂ understanding, parents＂ occupation, family economic status, and different dimensions of social-ability development. Conclusion： In the process of social-ability development, children＇s gender and social peer relationship are correlated with their social compliance. It is important to make good family environment, enhance parents＂ rational education conception according to children characteristics for children＇s social-emotion development.

关 键 词：幼儿 家庭因素 情绪 社会能力 横断面研究 

分 类 号：B844.1[哲学宗教—发展与教育心理学]