家长和老师对1～6岁儿童语言能力评价结果的可信度分析

Analysis of the credibility of the parents and teachers in the evaluation of the language ability of children aged 1-6 years

目的：分析家长和老师对1-6岁儿童语言能力评价结果的可信度,判断家长和老师对儿童语言评价的价值,旨在对早期发现语言发育落后儿童及时给予干预。方法：将家长和老师对215名儿童语言能力评价的结果分别同Gesell发育评估语言发育商DQ（儿童实际语言能力）作比较分析。结果：（1）家长对不同年龄组、不同性别儿童语言能力评价结果与儿童实际语言能力之间差异有统计学意义（P1-3岁组=0.002,P4-6岁组=0.033,P男童=0.020,P女童=0.047）,尤其是家长对儿童语言能力评价结果好、差等级和对男童的评价上差异显著;（2）老师对不同年龄组、不同性别儿童语言能力评价结果与儿童实际语言能力之间差异无统计学意义（P1-3岁组=0.803,P4-6岁组=0.086,P男童=0.565,P女童=0.274）;（3）家长和老师分别对不同年龄组、不同性别儿童语言能力评价结果的可信度均小于0.5,但老师的可信度均分别高于家长。结论：家长和老师对儿童语言能力都有过高评价的现象,但老师的可信度要高于家长,应重视老师报告的儿童语言问题,同时需要提高家长对儿童语言能力的认知水平,结合专业的评估工具,早期发现存在语言障碍的儿童并给予早期干预。

Objective： To early detect children with developmental language retardation and let them be timely intervention by studying the credibility of language ability evaluation of children aged 1-6 years by their parents and teachers. Methods： We performed a comparative analysis of 215 children＇s language ability between the evaluation of their parents and teachers and the language development quotient by Gesell Developmental Scales DQ（ children＇s actual language skills）. Results：（ 1） there were significant differences between the language ability evaluation by their parents and children＇s actual language skills in different age groups and different gender（ P1-3 aged group）= 0. 002,P4-6 aged group= 0. 033,Pmale group= 0. 020,Pfemale group= 0. 047）. In particular,there were significant differences about the parents of children＇s language ability evaluation results among the good level,bad level and the evaluation of the boy;（ 2） there were no significant differences between the language ability evaluation by their teachers and children＇s actual language skills in different age groups and different gender（ P1-3 aged group）= 0. 803,P4-6 aged= 0. 086,Pmale group= 0. 565,Pfemale group= 0. 274）;（ 3） the credibility of children＇s language ability evaluated by their parents and teachers were both less than 0. 5 in different age groups and different gender,but the credibility of teachers＇ evaluation was higher than that of parents.Conclusion： The parents and teachers on children＇s language ability all have a high evaluation of the phenomenon,but the credibility of teachers than parents. So we should pay attention to the teacher report of the chlidren＇s language problem. And we need to improve the parents＇ and teachers＇ cognitive level of children＇s language ability,and use the professional assessment tools,in order to early detect children with developmental language retardation and give them early intervention.