早期教育对婴幼儿智能发育状况的干预效果(英文)

Interventional effect of early education on infants' intellectual development

背景:早期教育是培养儿童的重要环节,许多事实证明早期教育可以促进婴幼儿智力发展,为其将来发展打下良好基础。目的:通过应用婴幼儿智力发育测验量表对婴幼儿进行智能发育状况测查,分析早期教育的效果。设计:对比观察。单位:首都医科大学宣武医院儿科及产科病房。对象:选择2000-01/2001-12出生于首都医科大学宣武医院产科的正常新生儿100人。婴儿监护人对本组观察目的知情同意。将婴儿按出生日期分为2组:星期1,3,5及星期日出生者为早期教育组50例;星期2,4,6出生者为对照组50例。方法:①两组小儿家长均接受喂养指导,预防感染及预防接种等保健措施指导。早期教育组在此基础上在新生儿期穴2次雪及生后42d查体时(1次)对其家长讲述0～3岁小儿智能发育规律及教育大纲,要求家长按照大纲训练婴儿,并随时与医师交流。对照组仅常规完成新生儿期(2次)及生后42d查体(1次),父母未给予小儿系统的早期教育。②两组小儿于月龄4个月3d～4个月29d时回医院,采用中国科学院心理研究所和中国儿童发展中心根据贝莱智力量表改编和标化的婴幼儿智力发育测验量表眼分为两方面:即智力量表和运动量表。选择了针对4.1～5.0月龄婴儿的智力量表(包括4个项目,项目E:伸手够积木,伸手够物时手眼协调、拿起积木及坚持够东西;项目G:注意到小丸;项目H:接近镜像;项目C:喜欢和他闹着玩)和针对4.0～5.3月龄婴儿的运动量表(包括4个项目,项目A:头转动自如;项目E:从仰卧变侧卧;项目D:拿积木时部分拇食指相对;项目C:能独立坐片刻)演评估婴儿智能发育状况。根据智能发育检查表中小儿能通过(达到)的项目号得出他的原始分数,再根据他的年龄跨度从表格中得出其智力及心理运动发育指数。指数>130以上为非常优秀,69以下为智力缺陷。③计量和计数资料差异比较采用t检验和U检验。主要观察指标:①两组婴幼儿智力发育指数及心理运动发育指数比较。②婴幼儿智力发育测验量表中智力量表和运动量表完成情况。结果:婴儿100人均进入结果分析。①智能发育:早期教育组智能发育指数和心理运动发育指数均明显大于对照组(103.94±7.64,111.20±9.40;93.92±5.18,99.22±5.52,t=8.3熏4.7熏P<0.01)。②婴幼儿智力发育测验量表中智力量表完成情况:早期教育组能完成项目E的人数明显多于对照组眼36人(72%),8人(16%),u=5.6,P<0.01演。③婴幼儿智力发育测验量表中运动量表完成情况:早期教育组能完成项目E和D及C的人数明显多于对照组眼45人(90%),32人(64%),48人(96%);30人(60%),12人(24%),42人(84%),u=2.0～4.89熏P<0.05～0.01演。结论:早期教育可改善婴幼儿智能状况,尤以改善动手能力最为显著。

BACKGROUND： Early education is an important step in raising children. Many facts prove that early education can promote infants＇ intellectual development so as to lay good foundation for their future development. OBJECTIVE： To understand the status of infants＇ intellectual development with Wechsler InteUigence Scale for Children and analyze the effects of early education. DESIGN： Comparative observation. SETTING： Wards of the Department of Pediatrics and Department of Obstetrics, Xuanwu Hospital of Capital University of Medical Sciences. PARTICIPANTS： We recruited 100 normal newborn infants bern in the Department of Obstetrics, Xuanwu Hospital of Capital University of Medical Sciences, between January 2000 and December 2001. Guardians of the infants were informed of the research objective. Infants were divided into 2 groups according to their birth date： early education group （n=50） in which the infants were bern on Monday, Wednesday, Friday or Sunday; control group （n=50） in which the infants were bern on Tuesday, Thursday or Saturday. METHODS： ① All the parents of the infants in the two groups received the guidance of feeding, infection prevention, inoculation and other health care guidance. On this basis, the parents of the infants in early education group were informed of intellectual development disciplinarian and educational guideline for 0-3 year-old infants when physical examination was performed on the infants at newborn period （twice） and 42 days after birth （once）. The parents were asked to raise their infant according to the requirements of the guideline and communicate with the physicians at any moment. In control group, routine physical examination was performed on the infants at new-horn period （twice） and 42 days after birth （once）, and their parents were not given the early education of pediatric system. ② At 4 months and 3 days to 4 months and 29 days after birth, the infants in the two groups were taken back to hospital. Status of intellectual development was evaluated with intelligence scale for children revised and standardized by the Institute of Psychology of the Chinese Academy of Sciences and China Children Development Center according to Bayley＇s Scales of Infant Development [It consisted of intellectual scale and movement scale. Intellectual scale was used for 4.0-5.3 months babies （4 items, Item E： reaching out for building blocks, hand-eye coordination when reaching out, pick up building blocks, and keeping reaching out for things; Item G： noticed small pills; Item H： approached ocular; Item C： fond of playing with him）. Movement scale was used for 4.0-5.3 months babies （4 items, Item A： turning.tbeir heads freely; Item E： from lying on the back to lying on the side; Item D： part of pollex face to face when holding building blocks; Item C： could sit independently for a moment）]. The primary scores of the infant was obtained from the number of an item which the infant could complete in intellectual development scale, then intellectual index and psychological movement development index were obtained according to his age span from the scale. Those with scores 〉130 were considered excellent, and those with scores 〈 69 were mental retardation. ③ t test and U test were used in comparison of the differences in metrical and quantitative data. MAIN OUTCOME MEASURES： ① Comparison of intellectual development index and psychological development index between the infants in the two groups. ② Status of infants＇ intellectual scale and movement scale completion. RESULTS： Totally 100 infants entered the result analysis. ① Intellectual development： Intellectual development index and psychological movement development index were significantly higher in early education group than in control group （103.94±7.64, 111.20±9.40; 93.92±5.18, 99.22±5.52, t=8.3, 4.7, P〈0.01）. ② Status of intellectual scale comple-tion： The number of infants who could complete Items E, D and C was obviously greater in early education group than in control group [36 infants （72%）, 8 infants （16%）, u=5.6, P〈0.01]. ③ Status of movement scale completion： The number of infants who could complete Items E, D and C was obviously greater in early education group than in control group [45 infants （90%）, 32 infants （64%）, 48 infants （96%）; 30 infants （60%）, 12 infants （24%）, 42 infants （84%）, u=2.0-4.89, P〈0.05-0.01]. CONCLUSION： Early education can improve infants＇ intellectual development, especially manipulative ability.