社区早期婴幼儿教育与服务对婴儿智能发育的影响

Study on the effect of a community-based early education and service program regarding intelligence development of infants

目的评价在社区开展的早期婴幼儿教育和服务对婴儿智能发育的影响。方法采用社区干预研究的方法,将359名新生儿及其家庭作为项目对象。在婴儿满月时进行基线调查,干预组随之接受以婴幼儿养育和智力开发为主要内容的干预活动。在婴儿6月龄和12月龄时进行随访调查。婴儿智力测量采用"0～6岁发育筛查测验"量表。结果两组婴儿的性别和出生过程中的情况差异没有统计学意义。干预组和对照组婴儿基线调查时智力指数(MI)得分分别为98.26分和101.79分,发育商(DQ)得分分别为94.50和99.36分。干预组婴儿6月龄和12月龄随访MI得分较基线的增值分别为6.07和8.86分,高于对照组的增值(-2.46分和1.05分);干预组6月龄和12月龄随访DQ得分较基线的增值分别为12.94和11.24分,高于对照组的增值(-0.18和0.34分)。MI及DQ得分6月龄及12月龄的组别x时间的交互项(干预作用),均高于基线。结论社区早期教育和服务促进了婴儿的智力发育。

Objective To assess the effect on a community-based early education and service programs regarding the development of infants＇ intelligence. Methods A community-based intervention study was carried out among 359 infants and their families. Base-line survey were carried out when infants reached their one month, where after infants and their families in the intervention group received instructions and services focused on baby fostering and intelligeme development. When the infants reached their six-months and twelve-months of age, their families were informed to complete the follow-up surveys, using both questionnaire investigation and testing the infants＇ intelligence quotients. The infants＇ intelligence quotients were measured by Development Screening Test for children under six. By comparing intelligence quotients of infants in two study groups in the follow-up surveys, this paper evaluated the impacts of community intervention on the infants＇ intelligence development. Results During two followups, no statistical difference had been detected between the two groups of infants in term of gender or delivery process. Baseline data showed that infants＇ mental index （MI） scored 98.26 in the intervention group and 101.79 in the control one, and development quotient （DQ） scored 94.50 and 99.36 in respective groups. Infants＇ MI score increased 6.07 and 8.86 at the six-month and twelve-month follow-up periods respectively in the intervention group compared during the baseline, higher than the MI increments of the control group at the two follow-up periods （ - 2.46 and 1.05 respectively）. DQ score of infants in the intervention group increased 12.94 and 11.24 respectively in the two follow-up surveys, which were also higher than increments in the control group （ - 0.18 and 0.34 ）. The group × time effect（interaction effect） of MI and DQ in six-month and twelve-month follow-ups were both significantly higher than that of the baseline level. Conclusion The community-based early education and service programs could effectively improve the infants＇ intelligence.