家庭背景与幼儿感觉统合能力的关系

Relations Between the Sensory Integrative Ablility of the Preschool Children and Their Family Background

Objective: To examine relationship between the sensory integrative ability of preschool children and their family background. Methods: 411 preschool normal children completed the Sensory Integrative of Children Rating Scale and the Family Educational Background Questionnaire. Results: The sensory integrative dysfunction of the preschool children was related to family type, family structure, educational investment, house area, parental expectancy, father’s culture degree and parental career, but not significantly. By contrast, the sensory integrative dysfunction of the preschool children was found to highly correlate with mother’s levels of education, time of supervision, and family incomes. It was also significantly affected by parent’s mode of teaching and family atmosphere. Conclusion: The sensory integrative dysfunction of preschool children result from combined effects of economical, cultural and educational variables of family backgrounds. The normal development of the sensory integrative ability of preschool children depends on harmonious family atmosphere and democratic nurturing environment.