隔代教养对2～3岁儿童气质语言理解与工作记忆的影响  

Influence of grandparenting on psychological development among children aged 2 to 3-years-olds

作　　者：金阳[1] 王明怡[1] 

机构地区：[1]北京林业大学人文社会科学学院心理学系,北京100083

出　　处：《中国学校卫生》2013年第8期919-921,共3页Chinese Journal of School Health

基　　金：中央高校基本科研业务费专项资金资助项目(RW2011-21)

摘　　要：目的了解隔代教养对城市家庭2～3岁儿童气质语言理解与工作记忆的发展影响,为明确隔代教养利弊及开展相应干预提供依据。方法采用方便抽样,对北京市3所幼儿园的81名2～3岁儿童进行气质、语言理解、工作记忆问卷测评,并收集家庭背景信息。结果 2～3岁儿童中有隔代教养的占71.6%。隔代教养和性别对儿童语言理解存在交互作用(F(2,74)=6.127,P<0.01),性别在无隔代教养和隔代教养辅助水平下差异均有统计学意义(F(2,76)值分别为6.83,6.74,P值均<0.01),在隔代教养主导水平下性别影响无统计学意义(F(1,76)=1.15,P=0.287)。对于工作记忆而言,无隔代教养组低于隔代教养主导组和隔代教养辅助组(P值均<0.05)。结论城市家庭中隔代教养比例较高。但隔代教养对儿童的气质发展并不存在影响,对语言理解发展则因性别不同影响不同,对工作记忆发展可能有积极的作用。Objective To examine influence of grandparenting on psychological development among children aged 2 to 3years-olds in urban areas,and to provide evidence for evaluating advantages and disadvantages of grandparenting.Methods By using convenient sampling,eighty one 2 to 3-years-old children from 3 kindergartens in Beijing were tested with Peabody Picture Vocabulary Test Revised（PPVT-R） and working memory task.Their parents filled in the Early Childhood Behavior Questionnaire（ECBQ） and basic information.Results The grandparenting rate was 71.6%.Interaction of gender and grandparenting had significant effects on language score（F（2,74）= 6.127,P0.01）.Gender had a significant effect on language score in no and part-time grandparenting groups（respectively,F（2,76）= 6.83,F（2,76）= 6.74,P0.01）,while it had no significant effect in full-time grandparenting group（F（1,76）= 1.15,P = 0.287）.Grandparenting had only weak main effect on working memory（F（2,74）= 3.067,P = 0.053）.Children with no grandparenting scored lower in working memory than children with part-time or full-time grandparenting.Conclusion In urban families,grandparenting was very common.Grandparenting did not show negative influence on the development of children aged 2-3 years old and might have some benefits for working memory development.

关 键 词：气质 儿童语言 理解力 儿童 记忆 

分 类 号：R395.6[哲学宗教—心理学] B844.1[医药卫生—医学心理学]