深圳市部分0～3岁婴幼儿亲子阅读与心理健康的关系

Study on the Status of Parent-child Reading and Its Relationship with Mental Health of Some Children aged 0～3 in Shenzhen

目的:分析深圳市部分0~3岁婴幼儿亲子阅读现状,探讨其与婴幼儿心理健康的关系。方法:记录1 064例深圳市0~3岁婴幼儿的家庭一般情况(年龄、性别、母亲文化程度及家庭月收入等)及开展亲子阅读现状(家长对亲子阅读的重视程度及阅读技巧等);选取1~2岁婴幼儿280例随机均分为对照组和研究组,研究组进行1年亲子阅读干预,对照组不干预,比较研究组与对照组干预前、研究组干预前后婴幼儿情绪社会性及行为问题的异常检出率。结果:1 064名儿童性别比为1. 11,母亲文化程度本科以上占56. 73%,家庭月收入1万~1. 5万元占40. 26%;亲子阅读现状显示家长重视亲子阅读,但阅读的计划性及技巧性不强、父亲参与度不高;干预前,2组婴幼儿的情绪社会性和行为问题异常检出率比较,差异无统计学意义(P> 0. 05);干预后研究组婴幼儿情绪社会性量表中内隐域、失调域阳性检出率低于干预前,儿童行为量表中总的行为异常检出率低于干预前(P <0. 05)。结论:科学开展亲子阅读,构建亲子依恋关系,可为儿童身心健康提供保障。

Objective：To analyze the status of parent-child reading of some children aged 0-3 years old in Shenzhen, and discuss its relationship with infant mental health. Methods： The parents of 1 064 children aged 0-3 completed the questionnaires about basic family situation （age, gender, maternal education and family monthly income, etc.） and the status of parent-child reading （parents＇ emphasis on parent-child reading and reading skills, etc.）. 280 infants aged 1-2 were randomly divided into control group and study group. The study group was conducted with parent-child reading intervention, and the results were compared with the control group after one year of intervention. The abnormal detection rates of infants＇ emotional sociality and behavioral problems were compared between study group and control group before the intervention and between and before and after the intervention of the study group. Results： The sex ratio of 1 064 children was 1.11; 56.73% of surveyed mothers had bachelor＇s degree or above; 40.26% of the family had a monthly income of 10 000-15 000 yuan. This showed that parents paid attention to parent-child reading, but with little reading plans and lacking reading skills. Moreover, father involvement was not high. The abnormal detection rate of emotional sociality and behavioral problems of the two groups of infants was not statistically significant （ P〉 0.05） . After the intervention, the positive detection rate of the implicit and dislocation domain in the infants＇ emotional social scale was lower than that before the intervention, and the total behavioral abnormality rate in the children＇s behavior scale was lower than that before the intervention （ P 〈0.05）. Conclusion： Scientifically carrying out parent-child reading and constructing parent-child attachment relationships can improve children＇s physical and mental health.