Impact of parenting styles on preschoolers’behaviors

In this editorial,I comment on the article“Association of preschool children behavior and emotional problems with the parenting behavior of both parents”which was published in the latest issue of“World Journal of Clinical Cases”that demonstrates the prevalence of behavioral disorders in preschool children.Therefore I am focused on parenting which is the most effective factor shown to affect the development and continuity of these behaviors.The management of child behavior problems is crucial.Children in early ages,especially preschoolers who are in the first 5 years of life,are influenced by dramatic changes in various aspects of development,such as social,emotional,and physical.Also,children experience many changes linked to different developmental tasks,such as discovering themselves,getting new friendships,and adapting to a new environment.In this period,parents have a critical role in supporting child development.If parents do not manage and overcome their child’s misbehavior,it could be transformed into psychosocial problems in adulthood.Parenting is the most powerful predictor in the social development of preschool children.Several studies have shown that to reduce the child’s emotional and behavioral problems,a warm relationship between parents and children is needed.In addition,recent studies have demonstrated significant relationships between family regulation factors and parenting,as well as with child behaviors.

Mindfulness and mindful parenting:Strategies for preschoolers with behavioral issues

The behavior issues of preschoolers are closely related to their parents'parenting styles.This editorial discusses the value and strategies for solving behavior issues in preschoolers from the perspectives of mindfulness and mindful parenting.We expect that upcoming studies will place greater emphasis on the behavioral concerns of preschoolers and the parenting practices that shape them,particularly focusing on proactive interventions for preschoolers'behavioral issues.

Association of preschool children behavior and emotional problems with the parenting behavior of both parents

BACKGROUND Parental behaviors are key in shaping children’s psychological and behavioral development,crucial for early identification and prevention of mental health issues,reducing psychological trauma in childhood.AIM To investigate the relationship between parenting behaviors and behavioral and emotional issues in preschool children.METHODS From October 2017 to May 2018,7 kindergartens in Ma’anshan City were selected to conduct a parent self-filled questionnaire-Health Development Survey of Preschool Children.Children’s Strength and Difficulties Questionnaire(Parent Version)was applied to measures the children’s behavioral and emotional performance.Parenting behavior was evaluated using the Parental Behavior Inventory.Binomial logistic regression model was used to analyze the association between the detection rate of preschool children’s behavior and emotional problems and their parenting behaviors.RESULTS High level of parental support/participation was negatively correlated with conduct problems,abnormal hyperactivity,abnormal total difficulty scores and abnormal prosocial behavior problems.High level of maternal support/participation was negatively correlated with abnormal emotional symptoms and abnormal peer interaction in children.High level of parental hostility/coercion was positively correlated with abnormal emotional symptoms,abnormal conduct problems,abnormal hyperactivity,abnormal peer interaction,and abnormal total difficulty scores in children(all P<0.05).Moreover,paternal parenting behaviors had similarly effects on behavior and emotional problems of preschool children compared with maternal parenting behaviors(all P>0.05),after calculating ratio of odds ratio values.CONCLUSION Our study found that parenting behaviors are associated with behavioral and emotional issues in preschool children.Overall,the more supportive or involved the parents are,the fewer behavioral and emotional problems the children experience;conversely,the more hostile or controlling the parents are,the more behavioral and emotional problems the children face.Moreover,the impact of fathers’parenting behaviors on preschool children’s behavior and emotions is no less significant than that of mothers’parenting behaviors.

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waiting-list control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.

Screen Exposure and Behavior Problems among Preschoolers:A Meta-Analysis

Conflicting results have existed in research on the relationship between screen exposure and behavior problems among preschoolers,so it is necessary to clarify the relationship and provide guidelines regulating their screen usage.Through searching and screening of literature,48 independent samples from 43 quantitative studies are included in the meta-analysis,with 76,049 participants.The results show a weak positive correlation between screen exposure and behavior problems among preschoolers(r=0.169).The findings show that preschoolers’age and length of exposure have a significantly moderate effect on the relationship between screen exposure and behavior problems among preschoolers,while media types and study design do not.Additionally,a stronger correlation is observed between excessive screen exposure and behavior problems among preschoolers aged 0-3.Recommendations for the appropriate use of digital media among preschoolers and media education are also presented.

Behavioral Intervention Reduces Unhealthy Eating Behaviors in Preschool Children via a Behavior Card Approach

Many eating behaviors form in childhood,and some unhealthy behaviors may persist into adulthood and have potential impacts on people＇s health.This study evaluated the effectiveness of behavioral intervention in reducing consumption of Western fast food,sweetened beverages,fried food in preschool children,and changing parents＇ rewarding behaviors that encourage the consumption of the unhealthy foods.The research was a cluster randomized trial of seven kindergartens,involving 1138 children aged 3–6 years and their parents in Beijing,China.Parents and children allocated to the intervention group received two lectures and printed resources,including behavior cards,educational sheets.Children＇s behavior cards,applied with behavior-changing techniques,were used to intervene,and monitor behavior changes over time.Children in the control group just followed their usual health education curriculum in kindergartens.Intervention effects on food consumption behaviors were assessed by examining pre-and post-questionnaires.Of the 1138 children screened at baseline,880（77.3%） were measured at the end of the intervention period.The intervention lasted from March to June in 2010.The results showed that consumption of Western fast food,sweetened beverages,and fried food was decreased among the intervention group（P〈0.001）.Proportions of parents using Western fast food as rewards for their children were decreased（P=0.002）.From March to June 2010,the frequency of each target behavior in children tended to decrease over the intervention period（P〈0.001）.Most parents favored regularly-delivered behavior cards or materials for behavioral intervention.In conclusion,the behavioral intervention encourages the healthier eating behaviors of children and reduces the parents＇ practice of using unhealthy foods as reward.

学龄前儿童饮食行为影响因素分析

目的探索学龄前儿童饮食行为的影响因素。方法采取分层整群抽样方法,抽取无锡市8所区县幼儿园共2160名儿童,采用自填式问卷对儿童一般情况、饮食行为、人口学特征、母亲孕期情况进行调查,对学龄前儿童饮食行为的影响因素进行分析。结果人口学特征、母亲孕期情况、儿童一般情况分别解释饮食行为总分、过饱响应、进食缓慢、挑食、食物响应、食物喜好、渴望饮料、情绪性饮食减少、情绪性过度饮食的变异程度为:11.0%(R^(2)=0.110)、9.7%(R^(2)=0.097)、15.9%(R^(2)=0.159)、3.9%(R^(2)=0.039)、7.0%(R^(2)=0.070)、29.6%(R^(2)=0.296)、33.3%(R^(2)=0.333)、7.0%(R^(2)=0.070)、4.6%(R^(2)=0.046),P值均<0.01;年龄对饮食行为总分的影响具有统计学意义(P<0.01);年龄(P<0.05)、儿童体质指数Z指数(BMIZ)(P<0.01)、儿童平均每日荧屏时间(P<0.01)对过饱响应的影响具有统计学意义;年龄(P<0.05)、孕期睡眠情况(P<0.05)、儿童BMIZ(P<0.01)对进食缓慢的影响具有统计学意义;儿童BMIZ对挑食的影响具有统计学意义(P<0.01);性别(P<0.05)、年龄(P<0.01)、BMIZ(P<0.01)、儿童平均每日荧屏时间(P<0.05)对食物响应的影响具有统计学意义;孕期睡眠情况(P<0.01)、儿童BMIZ(P<0.01)对食物喜好的影响具有统计学意义;性别、孕期睡眠情况对渴望饮料的影响具有统计学意义(P<0.01);年龄、孕期睡眠情况对情绪性饮食减少的影响具有统计学意义(P<0.05);一般因素对情绪性过度饮食的影响差异无统计学意义。结论年龄、性别、儿童BMIZ、儿童平均每日荧屏时间、孕期睡眠情况对儿童饮食行为有影响。

体操游戏干预促进幼儿自我控制和运动协调能力的实验研究

目的:检验体操游戏干预对幼儿自我控制、运动协调的影响。方法:以杭州市某幼儿园两个园区的114名3~5岁幼儿为实验对象(其中实验组58人),采用准实验不等同比较组前后测设计,对实验组进行为期10周、每周2次、每次20~30 min的体操游戏干预,同时对照组进行户外身体活动,干预前后测量幼儿的认知自控、行为自控和运动协调能力。结果:2(时间)×2(实验处理)重复测量方差分析显示,认知自控的交互作用显著(F=6.72,P<0.05,η_(p)^(2)=0.064),行为自控的变化不具有统计学意义(F=0.15,P>0.05,η_(p)^(2)=0.002);精细动作、运动协调总分的交互作用非常显著(F_(精细动作)=12.48,P<0.001,η_(p)^(2)=0.11;F_(运动协调总分)=10.76,P<0.001,η_(p)^(2)=0.099),定位和抓取的交互作用显著(F=5.93,P<0.05,η_(p)^(2)=0.057),动静态平衡的变化不具有统计学意义(F=1.10,P>0.05,η_(p)^(2)=0.011)。结论:体操游戏干预能够促进幼儿认知自我控制和运动协调能力及精细动作、手眼协调能力的发展。

屏幕暴露与学龄前孤独症谱系障碍儿童情绪行为问题相关性研究

背景既往已有多项研究证实屏幕暴露现象在学龄前儿童中普遍存在,并且与儿童情绪行为问题相关,现有研究多集中在正常学龄前儿童,有关屏幕暴露与学龄前孤独症谱系障碍(ASD)儿童情绪行为问题相关的研究较为罕见。目的 调查学龄前ASD儿童屏幕暴露情况及情绪行为问题异常检出情况,探究屏幕暴露与学龄前ASD儿童情绪行为问题有无相关。方法 选择2022年2—8月在郑州大学第三附属医院儿童发育行为科就诊的符合《精神障碍诊断和统计手册》(DSM-V)孤独症诊断标准的ASD学龄前儿童为ASD组,同期选取郑州市某幼儿园正常发育儿童为对照组。由两组儿童主要照护人进行填写屏幕暴露问卷及长处与困难问卷(家长版)。结果 两组儿童屏幕接触时间、家长对屏幕管理、“屏幕剥夺”反应比较,差异无统计学意义(P<0.001);ASD组儿童亲社会行为、困难总分及各个分维度(情绪症状、品行问题、多动/注意缺陷问题、同伴交往问题)异常检出率均高于对照组(P<0.001);Logistic回归分析发现电子设备放置在睡觉或玩耍空间、观看时照护人是否互动讲解、照护人对孩子观看电子屏幕态度、接触电子屏幕是主动要求还是被动参与、强制关掉电子屏幕孩子反应是学龄前ASD儿童情绪行为问题的影响因素(P<0.05)。结论 屏幕暴露可能对ASD儿童情绪行为问题产生影响,家长应合理管理学龄前ASD儿童屏幕使用。

幼儿园教师科学保教观念向行为转化的困境及其纾解

为了解幼儿园教师科学保教观念向行为转化的困境,并针对性地提出纾解之道,基于扎根理论采用定性分析软件NVivo 12 Plus对26名教师的深度访谈内容进行了三级编码,发现幼儿园教师在科学保教观念向行为转化的过程中面临认知困境、关系困境、价值困境与逻辑困境。由此对应地提出纾解困境的有效路径:提升观念敏感性,助力幼儿园教师保教观念与行为一致发展;构建家园共同体,促进利益相关者观念到行为的科学转向;强调内生式发展,激励幼儿园教师的科学保教观念外显化;营造成长性组织文化,确保幼儿园教师科学保教观念到行为的发展逻辑。

父母低头行为与幼儿问题行为:亲子依恋的中介作用和正念教养的调节作用

为探讨父母低头行为对幼儿问题行为的影响及其作用机制,本研究采用父母低头行为问卷、亲子依恋问卷、正念教养问卷以及儿童问题行为问卷对758名学前儿童的父母进行调查,结果发现:父母低头行为与幼儿问题行为呈显著正相关,与亲子依恋、正念教养呈显著负相关;幼儿问题行为与亲子依恋、正念教养呈显著负相关;亲子依恋在父母低头行为与幼儿问题行为之间起中介作用;正念教养在父母低头行为影响幼儿问题行为的过程中起调节作用,在正念教养水平较低的情况下,父母低头行为对亲子依恋的负向影响增加,反之,父母低头行为对亲子依恋负向影响减少。本研究结果强调了父母低头行为是幼儿问题行为产生的重要风险因素,启示父母要在亲子互动过程中减少手机使用,并注重正念教养对幼儿身心健康发展的积极作用。

听处理与学龄前儿童问题行为的关系:执行功能的中介作用

目的探讨学龄前儿童听处理与问题行为的关系,并探究执行功能在其中的中介作用。方法于2021年6—8月抽取南京2342名7所幼儿园学龄前儿童,用《学龄前儿童听处理评估量表》《Conners父母问卷》《学龄前儿童执行功能行为评定问卷》对学龄前儿童进行评估,分析不同人口学特征儿童听处理、问题行为、执行功能的得分以及异常检出率的差异,同时采用多元线性回归分析影响儿童听处理总分、问题行为总分、执行功能总分的影响因素,并探究执行功能是否是听处理和执行功能的中介因素。结果性别、年级是听处理总分的影响因素(P<0.05);性别、年级、父母受教育程度及家庭经济状况是问题行为总分、执行功能总分的影响因素(P<0.05)。听处理总分(rs=0.458,P<0.05)、问题行为总分(rs=0.185,P<0.05)与执行功能总分呈显著正相关,听处理总分与问题行为总分呈显著正相关(rs=0.423,P<0.05)。执行功能在听处理与问题行为间起部分中介作用,中介效应占总效应的33.44%。结论学龄前儿童听处理可能直接影响其问题行为,也可能通过间接影响执行功能影响问题行为。

学前儿童动商测评模型构建研究

学前儿童动商测评模型构建研究目前处于初级阶段,还存在很多空白,该研究对丰富我国动商理论成果、拓展学前教育研究领域、推动我国教育测评研究发展都具有重要的理论价值和实践意义。借鉴已有系列基础教育测评模型的研究范式,以适应性行为理论为依据,基于学前儿童动商操作性定义,通过定性与定量分析相结合的方式,确定3~4岁学前儿童动商测评指标体系。通过层次分析法、熵值法、最小二乘法获得指标权重,构建学前儿童动商测评模型。最后,从专家认同和实践应用两个层面验证该模型的有效性、可靠性和可操作性。

正念教养与学前儿童问题行为的关系:亲子关系与心理弹性的链式中介

本研究基于发展情境论与资源保存理论考察正念教养对学前儿童问题行为的影响及其作用机制。采用正念教养问卷、亲子关系量表、第二版Devereux幼儿心理弹性评估量表及长处与困难问卷对27所幼儿园的1712名学前儿童及其家长进行调查。结果显示:(1)正念教养显著预测学前儿童内化问题行为、外化问题行为;(2)亲子亲密、亲子冲突与心理弹性分别在正念教养与学前儿童内化问题行为、外化问题行为中起独立中介作用;(3)亲子亲密、亲子冲突与心理弹性在正念教养与内化问题行为、外化问题行为中起链式中介作用。本研究可为预防与干预学前儿童问题行为提供一定的理论参考。

为了谁,幼儿更可能说谎?不同受益者对5~6岁幼儿说谎行为的影响

本研究采用“你藏我找”范式,将自我受益作为基线条件,通过两个实验分别考察不同自我相关性受益者和不同群体受益者对5~6岁幼儿说谎行为的影响。结果发现:(1)相比于高自我相关者和低自我相关者受益条件,幼儿更可能为自己的利益而说谎;而相比于低自我相关者受益条件,幼儿更可能为高自我相关者的利益而说谎(实验1);(2)相比于内群体和外群体受益条件,幼儿更可能为自己的利益而说谎;而相比于外群体受益条件,幼儿更可能为内群体的利益而说谎(实验2)。以上结果表明,5~6岁幼儿的说谎行为存在强烈的利己倾向,为自己获得利益而说谎的可能性最大;而5~6岁幼儿的亲社会说谎行为在个体层面存在自我相关性偏好,在群体层面存在内群体偏好。

24小时活动行为对学龄前儿童执行功能影响的成分等时替代效益研究

对湖南省株洲市209名3~6岁学龄前儿童展开横断面调查,通过加速度计测量24 h活动,采用学龄前儿童执行功能问卷父母版评估学龄前儿童执行功能水平,运用成分数据和等时替代模型方法分析24 h活动时间占比与学龄前儿童执行功能的关系,以及24 h活动行为时间重新分配与执行功能的预期变化。结果显示:(1)MVPA时间占比与学龄前儿童执行功能总分呈显著负相关(β_(1)^((4))=-5.45,P=0.03),LPA时间占比与学龄前儿童执行功能总分也呈显著负相关(β_(1)^((4))=-10.67,P<0.001),睡眠时间占比与学龄前儿童执行功能总分呈显著正相关(β_(1)^((4))=15.30,P<0.001),久坐行为时间占比与学龄前儿童执行功能总分无相关性。(2)15 min等时替代模型预测变化显示,MVPA替换其他活动行为后,学龄前儿童执行功能总分均显著下降,反之则上升,且MVPA与其他3种活动行为时间重新分配对执行功能的等时替代效益具有不对称性;在所有替代中,MVPA替代LPA对降低执行功能总分的效应最佳。研究认为:幼儿园、家长应重视学龄前儿童24 h活动行为时间的综合效应,以及MVPA不足对学龄前儿童执行功能的负面效应。不仅要长期坚持“多动少坐”的理念,更应促进久坐与MVPA之间的转换,同时可以通过提高PA强度促使LPA向MVPA转换,以促进学龄前儿童执行功能发展。

学前儿童社会偏好对游戏行为的影响

学前儿童游戏行为与其认知、社会性和情感等方面的发展密切相关。以990名3~6岁学前儿童为研究对象,采用儿童社会偏好量表和学前游戏行为量表,考察学前儿童社会偏好对游戏行为的影响。结果显示,害羞和社交淡漠的学前儿童与他们的各游戏行为呈显著相关。害羞能够显著正向预测缄默行为、安静退缩行为、活跃退缩行为,显著负向预测社会游戏行为;社交淡漠能够显著正向预测缄默行为,显著负向预测安静退缩行为、社会游戏行为和追逐打闹游戏行为。为促进社会偏好学前儿童的社会性发展,应该科学认识和干预害羞与社交淡漠的学前儿童,增加学前儿童的积极游戏行为、减少消极游戏行为,让儿童在自由、对话、创生、体验等具有游戏精神的活动中发展。

亲子关系与CLOCK基因rs1801260多态性对学前儿童亲社会行为的交互影响:性别的调节作用

研究探讨了亲子关系与CLOCK基因rs1801260多态性对学前儿童亲社会行为的交互影响及性别的调节作用。以694名学前儿童(M_(年龄)=5.06岁,SD=0.87)及其父母为测试对象,收集儿童的唾液样本进行基因分型,由儿童父母填写亲子关系和儿童亲社会行为量表。研究结果发现,亲子亲密与亲子冲突对亲社会行为的主效应显著。亲子冲突、CLOCK基因rs1801260多态性和性别三重交互影响儿童的亲社会行为,即与携带C等位基因的男孩相比,携带TT基因型的男孩在低亲子冲突下会表现出更多的亲社会行为,在高亲子冲突下则表现出更少的亲社会行为。但亲子冲突与CLOCK基因rs1801260多态性对女孩亲社会行为的交互作用不显著。研究结果为深入理解学前儿童亲社会行为形成的基因-环境交互作用机制提供了证据。

基于计算机云平台筛查学龄前儿童多动行为及其影响因素分析

目的基于计算机云平台智能化主动筛查,研究深圳市龙华区4~5岁的学龄前儿童多动行为现状及其相关影响因素,以期实现对学龄前儿童多动行为的早期筛查。方法运用计算机“璟云平台”对深圳市龙华区6个街道共239家幼儿园在2019年秋季入学的学龄前儿童进行调查,共收集59564名学龄前儿童问卷数据,年龄4~5岁,获得有效问卷59114份。试验创新性在于将经过本领域专家论证有效可行的问卷收集量表放置于计算机云平台上,实现智能化收集数据并通过智能分析,方便早期筛查与智能判断。用专家论证编制的问卷收集被调查对象的一般人口学资料,用Conners父母用症状问卷(PSQ)评估被调查学龄前儿童的多动行为,并对采集的数据分析儿童多动行为的现状及相关影响因素。结果深圳市龙华区6个街道共239家幼儿园4~5岁学龄前儿童多动行为检出率为4.86%。儿童性别、父母婚姻状况、在深圳居住时间、所处街道环境及转校情况与学龄前儿童多动行为均存在关联(P<0.05);logistic回归分析显示,深圳居住时间是保护因素(95%CI 0.798~0.975),并且在深圳居住时间越长,女孩受保护比男孩更明显。儿童父母亲的婚姻状况为丧偶(95%CI 3.154~19.646)、未婚(95%CI 1.027~5.268),儿童所在幼儿园位于龙华街道(95%CI 1.138~2.508)、大浪街道(95%CI 1.384~2.971)以及观澜街道(95%CI 1.470~3.509)均是学龄前儿童多动行为的危险因素。结论通过计算机云平台的主动筛查,能够简便有效筛查出有多动行为的学龄前儿童,以及可分析得到影响学龄前儿童多动行为的相关保护或危险因素,在较大范围区域的早期筛查中建议推广使用。

父母养育心理灵活性与幼儿问题行为的关系--基于心理安全感和教养效能感的链式中介作用

为了探究父母养育心理灵活性与幼儿问题行为的关系,以及幼儿心理安全感和父母教养效能感在其中的作用,采用父母养育心理灵活性量表、学前儿童困难与长处问卷、幼儿心理安全感量表和幼儿父母教养效能感量表对重庆市355名幼儿进行问卷调查。结果显示,幼儿问题行为在父母学历和家庭结构中差异显著,幼儿心理安全感在家庭结构中差异显著和父母教养效能感在填表人上差异显著;父母养育心理灵活性、幼儿问题行为、幼儿心理安全感和父母教养效能感两两显著相关;父母养育心理灵活性能显著负向预测幼儿问题行为;幼儿心理安全感、父母教养效能感在父母养育心理灵活性对幼儿问题行为的影响中起链式中介作用。具体而言,父母养育心理灵活性通过三条路径影响幼儿问题行为、幼儿心理安全感和父母教养效能感:幼儿心理安全感的中介作用、父母教养效能感的中介作用以及两者的链式中介作用。因此,提高父母养育心理灵活性、激发父母教养效能感和重视幼儿心理安全感发展可以减少幼儿问题行为的产生。