对早期教育环境不良儿童的学前干预及5年纵向观察  

Preschool Intervention on Children Reared in Poor Educational Environment: a 5-year follow up study

作　　者：梅建[1] 董中旭[1] 杨育林[2] 于厚贤[2] 鞠衍银[2] 李绍德 段广福 李光福 

机构地区：[1]中国儿童中心北京西城区官园,100035 [2]山东省卫生防疫站,250014 [3]山东省微山县永胜寄读学校,221164

出　　处：《中国心理卫生杂志》2003年第3期182-184,共3页Chinese Mental Health Journal

基　　金：经费由瑞士约翰.雅格布基金会

摘　　要：目的 :观察早期生活和教育环境不良儿童学前干预效果 ,并对他们进入小学后进行 5年追踪。方法 :用促进儿童发展的五大领域学前干预方案、家长培训来提高干预组儿童父母和家庭成员对儿童教育的认识。通过智力和运动生理测查了解儿童干预前后的变化 ,并对干预和对照组儿童进入小学后的心理状态、学习成绩、留级和辍学率等进行 5年追踪观察。结果 :干预半年后 ,干预组儿童智商、儿童运动生理测查等好于对照组 ,并有统计学意义。进入小学后 ,干预组儿童的学习适应能力、学习成绩优于对照组 ,留级率和辍学率明显低于对照组儿童 ,有统计学差异。结论 :学前干预方案对早期生活环境和教育环境不良儿童的干预有效 ,并使儿童作好接受教育的心理准备、提高儿童认知水平、降低留级和辍学率。Objective: To study the effects of preschool intervention on children reared in poor educational environment Method:70 children living in rural area were randomly divided into intervention group and control group The intervention was tailored to the condition of children living in this area by beforehand screening of nurture and education problem All subjects were followed up for 5 years The assessments included intelligence test, sports and physiological function examination The academic and behavior records of them in primary school were also collected Result:After two years of intervention, the intervention group had better results in IQ, sports and physiological examination than control After they were admitted to primary school, children of intervention group had better academic achievements and fewer rates of fail and discontinue of study Conclusion:Preschool intervention for children living in poor educational environment is effective, after intervention, children are more adaptive to learning

关 键 词：学前教育 早期教育环境不良 随访研究 认知 辍学 儿童 

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