系统早期教育对婴儿体格生长和智力发育的影响

Influence of Systematic Early Education on Physical Growth and Mental Development for Infants

目的探讨系统早期教育对0～l岁婴儿体格生长和智力发育的影响。方法选择2009年5月1日至6月1日在本院儿科门诊进行儿童保健的100例健康婴儿为研究对象。将其随机分为早期教育组（n=50，系统早期教育＋常规儿童保健）和对照组（n=50，传统早期教育＋常规儿童保健），观察时间为12个月（本研究遵循的程序符合本院人体试验委员会制定的伦理学标准，得到该委员会批准，分组征得受试对象监护人的知情同意，并与其签署临床研究知情同意书）。比较两组婴儿体格发育情况及9，12个月龄时血红蛋白（hemoglobin，Hb）水平。观察婴儿的神经、行为发育完成时月龄。在12个月龄时对两组婴儿采用《Oesell发育量表》进行相关项目测试，并进行统计学比较。结果早期教育组及对照组婴儿体格发育各项指标均在正常范围内，两组比较，差异无显著意义（P〉0．05）。9，12个月龄时，两组婴儿血红蛋白水平比较，差异无显著意义（P〉0．05）。两组婴儿神经、心理发育9个项目完成月龄比较，其中6个项目早期教育组较对照组提前，差异有显著意义（P〈0．05）。两组婴儿应用《Gesell发育量表》进行各项发育指标评定结果显示，早期教育组婴儿的适应性、精细动作、语言和个人交往功能区发育商（developmentalquotient，DQ）较对照组高，差异有显著意义（P〈O．05）。结论系统早期教育对婴儿体格生长和智力发育有促进作用。

Objective To investigate the influence of systematic early education on physical an intelligence development of infants. Methods From May to June 2009, 100 healthy neonates in People＇ Hospital of Deyang City were enrolled in this study. They were randomly divided into experimental grou （n=50, systematic early education ＋ routine child health assessment） and control group （n = 50 traditional early education ＋ routine child heath assessment）. The observation time lasted 12 months. Th study protocol was approved by the Ethical Review Board of Investigation in People＇s Hospital of Deyan City. Informed consent was obtained from the parents of each participating infant. Physical examination wa conducted for all infants in two groups. Hemoglobin（Hb） level was performed on all infants at nine-mont old and 1-year old in two groups. At the end of this study, behavioral development was recorded fo investigating by Gesell Developmental Scales （GDS）. Results There was no significant difference in th physical examination between two groups （P〉 0. 05）. There was also no significant dilference of th hemoglobin levels at different time points between two groups （P〈0.05）. The estimated time of the baby＇ neural and behavioral development in the experimental group were earlier than those of control group （P〉0.05）. Adaptability, sophisticated campaigns, language and social interaction in experimental group wet significant higher than those of control group （P〈0.05）. Conclusion Systematic early education coul promote physical and intelligence development of the infants.