婴幼儿早教对情绪控制及智力、体格发育的随访研究

Follow-up study of early childhood education on emotional control, intelligence and physical development

目的观察婴幼儿实施早期教育对情绪控制水平、智力发育水平及体格发育水平的随访研究。方法 400例行健康体检、日龄为42 d^3个月的婴幼儿,随机分为观察组和对照组,每组200例。观察组采用常规保健指导+早期教育,对照组采用常规保健指导。干预12个月后,比较两组婴幼儿情绪控制水平、智力发育水平、体格发育水平。结果干预12个月后,观察组婴幼儿哭闹、依恋、趋避、反抗情绪、节律性差、注意力分散及总体情绪控制评分均优于对照组,差异具有统计学意义(t=18.7758、16.3695、19.5367、20.2555、18.9271、16.9805、103.4045,P<0.01)。两组婴幼儿的发育商(DQ)均正常,观察组婴幼儿社会适应能区评分、运动能区评分、智力能区评分、DQ评分均优于对照组,差异具有统计学意义(t=20.823、24.883、12.789、14.456,P<0.01)。观察组婴幼儿体重增长、头围增长、身高增长、营养缺乏疾病发生率均优于对照组,差异具有统计学意义(t/χ~2=13.5527、13.8567、23.7664、6.6860,P<0.05)。结论给予婴幼儿实施早期教育,可明显改善婴幼儿体格发育、智力发育、情绪控制,值得临床推广。

Objective To observe the follow-up study of early childhood education on emotional control, intelligence and physical development. Methods A total of 400 infants and young children of 42 d-3 months old with healthy physical examination were randomly divided into observation group and control group, with 200 cases in each group. The observation group received general health guidance ＋ early education, and the control group received general health guidance. After 12 months of intervention, the levels of emotional control, intelligence development and physical development of infants and young children in the two groups were compared. Results After 12 months of intervention, the observation group had better crying, attachment, withdrawal, resistance, poor rhythm, distraction, and overall emotional control score than the control group, and the difference was statistically significant（t=18.7758, 16.3695, 19.5367, 20.2555, 18.9271, 16.9805, 103.4045, P〈0.01）. Both groups had normal development quotient（DQ）, and the observation group had better social adaptive energy score, sports energy score, intelligence energy score and DQ score than the control group. Their difference was statistically significant（t=20.823, 24.883, 12.789, 14.456, P〈0.01）. The observation group had better weight, head circumference and height growth, incidence of nutritional deficiency disease than the control group, and the difference was statistically significant（t/χ2=13.5527, 13.8567, 23.7664, 6.6860, P〈0.05）. Conclusion Implementation of early childhood education can obviously improve the physical development, intelligence development and emotional control, and it is worthy of clinical promotion.