贫困地区儿童早期发展现状及干预效果研究
文献类型：学位论文
| 作者 | 赵 晨 |
| 答辩日期 | 2022-10 |
| 文献子类 | 博士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 施建农 |
| 关键词 | 贫困地区儿童早期发展 短期效果 长期效果 流体智力 心理弹性 |
| 学位名称 | 理学博士 |
| 其他题名 | Research on Status Quo of Early Child Development and Intervention Effect in Poverty-Stricken areas of China |
| 中文摘要 | Developmental psychology describes and explains the continuous and systematic changes of individuals across time, and tries to optimize development (Shaffer, Kipp, 2010). There are nearly 40 million impoverished children at the age of 0-15 in the rural areas of China. Compared with the nationwide children, the current situation of development shows the more prominent gap between urban and rural areas, the gap between rich and poor. To describe and explain the early development of rural children in poor areas in China is helpful to explore intervention methods to improve the quality of early childhood development and promote the extensive practice of related policies. This study mainly includes two parts. First, research on child’s development in poverty-stricken area ， conducting a large-scale sampling survey on child’s development so as to reflect the development status of rural children in poverty-stricken areas and the influnce of related factors. Second, research focus on the effect of early child developmental intervention, both the short-term and long-term effect of intervention is investigated and verified. The logic of two parts is of "the problem" and "the feasible solution". Responding by evaluation of the intervention effect, large-scale education intervention for early childhood development could solve the problems that children's development lagging behind in poverty-stricken areas. In study 1, 699 national-level poverty-stricken counties in contiguous areas with special difficulties were selected as sample boxes, and stratified random sampling was adopted from counties, townships (towns) and villages, and cluster sampling was adopted for children aged from 6 months to 6 years in sample villages. Samples covering 15 provinces in the Midwest of 28 counties and 83 towns, 127 villages, 11636 children from 6 months to 6 years old, the child development scale for children's comprehensive development level and five development areas, including gross movements, fine motor, adapt to ability, language ability, social behavior research, its development results compared with norm, And try to explain the related factors and influencing mechanism of children's development. The second study included two sub-studies. The first study is evaluating the short-term effect of early development intervention for children living in poverty-stricken areas. The second substudy is evaluating the long-term effect of the intervention. This study mainly has the following results and conclusions: 1. The early child development in poor areas is significantly lagging behind the norm. The analysis of specific development fields shows that in addition to gross movements, fine movements, adaptive ability, language ability, social behavior and other fields are significantly behind. In the absence of external intervention, with the increase of months of age, children's development gap gradually widened, to 3-4 years of age the development gap is the largest, after 3-4 years of rural children gradually receive preschool education, the development gap will be narrowed. The developmental retardation rate of rural children in poor areas is significantly higher than the norm, and at 3-4 years old, the developmental retardation rate of rural children in poor areas is more than 4 times of the norm. 2. Rural children in poor areas live in poverty, left-behind, single parent, family rearing environment risk and other adverse factors. There are differences in the developmental status of poor, left-behind and single-parent children. Single-parent children have the lowest development level, while poor children have the best development level among the three groups. Through the investigation and verification of the influence mechanism and effect size of the three factors of poverty, left-behind and single parent, it is found that poverty and left-behind are related to the early development of children, but they have no direct influence, but indirectly affect the level of children's development by directly affecting the quality of the family upbringing environment. Single parent affects children's early development not only indirectly but also directly through influencing the quality of family rearing environment. The parenting ability and behavior of the parent and the quality of the family rearing environment are the most direct factors affecting the early development of children, and a good family rearing environment is a protective factor for children's development. 3. The short-term effect evaluation study found that early childhood development intervention in poor rural areas significantly improved the level of early childhood development. The 6-36 months family parenting guidance has a significant effect on the level of children's early development and the quality of the family parenting environment. The 3-6 year old village kindergarten intervention only had an effect on the early development of children, but had no significant effect on the quality of the family rearing environment. Heterogeneity analysis shows that early intervention has different effects on the development of poor, left-behind and single-parent children. Intervention helps poor and left-behind children more, but has limited effects on single-parent children. Family parenting ability has a moderating effect on the short-term intervention effect. 4. The evaluation of long-term effects found that early development intervention has a collective "catch-up effect" on rural children in poor areas. Family parenting guidance intervention can have a long-term effect on fluid intelligence development of children, and the effect is still significant 5 years after intervention. Heterogeneity analysis showed that family parenting guidance had no significant long-term effect on fluid intelligence level of children from single parent families, especially those in which "mother ran away", and family parenting ability was an important moderating variable. Village kindergarten intervention has a significant long-term effect on children's fluid intelligence level and psychological resilience level, and improves the quality of long-term development of the population. Village kindergarten teachers' efficacy has a significant predictive effect on the development of children's fluid intelligence level, and has a mediating effect on the development of students' psychological resilience. 5. The effect of early intervention is related to the improvement of the parenting ability and behavior and the family parenting environment, and the improvement of the parenting ability and behavior of the parenting is conducive to the long-term effect. Early intervention can produce long-term effects of possible path is that parenting guide the short-term effect is to improve the level of children's development and family nurture environment quality, comprehensive development level of children's early intelligence development for a long time have predictive (chun-hua jin, 2016), in the process of long-term development, family nurture environment provides the resources and support system for children, Children develop competence through competence (Heckman, 2011); Village kindergarten short-term effect is to improve the level of children's development, the village kindergarten provides a remedy for children, the protective development environment, and the kindergarten, linking to the compulsory education to keep the continuity of the education intervention, equivalent to provide children with the sustainable development of the resources and support system, to a certain extent to ensure the short-term effect into long-term effects. Conversely, even if the intervention produces a short-term effect, the subsequent lack of nurturing and development system support will cause the short-term effect to fade. 6. "Key adults" are significantly predictive of both short-term and long-term outcomes in child development. When caregivers lack nurturing capacity and skills, children and families need to be helped to build resources and development systems through external key adults. Family parenting guidance for 6-36 months and village kindergarten intervention for 3-6 years old both focus on "education". The former focuses on children and families, while the latter focuses on children. Through education intervention, key external adults improve family parenting ability and children's development ability, so as to establish a sustainable development dynamic system. The efficacy of key adults can significantly predict the level of long-term development of children. This research is innovative in theory and practice. In terms of theoretical innovation, this study combines Vygotsky's developmental psychology theory with Shi Jiannong's child development dynamic system model, providing a theoretical analysis framework for the study. The concept of "key adults" put forward by vygotsky, child development dynamic system on hair "key" adults in child development, resource development motivation, ability and establish the key role in supporting system, the theory of the early development of intervention in the short-term effect and long-term effect mechanism has a strong explanatory power. In terms of practical innovation, this study has shown to some extent that early childhood development intervention with children and family rearing ability as the intervention object can significantly improve the development level of rural children in poor areas, and has responded to the problem of how to achieve effective scale of developmental psychology intervention concerned by academic circles at home and abroad and social circles. To some extent, this study reflects how to avoid the fading effect of early intervention in child development. Early childhood development can not only improve children's cognitive, language, social adaptation and other abilities in the short term, but also have a long-term prediction of children's intellectual and social development. |
| 英文摘要 | 发展心理学描述、解释个体跨时间的、连续的、系统的变化，并尝试优化发展（Shaffer，Kipp，2010）。我国贫困地区农村有近 4000 万 0-15 岁贫困儿童，其发展现状与全国儿童相比，呈现出较为突出的城乡差距、贫富差距。描述、解释我国贫困地区农村儿童早期发展，有助于探索提高儿童早期发展质量的干预方法，有利于推动相关政策的广泛实践。 本研究主要包含两个方面，一是针对贫困地区农村儿童发展水平开展大范围的抽样调查，反映贫困地区农村儿童的发展现状及相关因素的影响。二是对贫困地区农村儿童早期发展干预开展效果评估研究，对干预的短期效果和长期效果进行考察与验证。两方面研究是“问题”与“可行解决方案”的关系，通过干预效果评估回应，规模化的儿童早期发展教育干预，能否解决我国贫困地区农村儿童发展滞后的问题。 研究一，以我国集中连片特殊困难地区的 699 个国家级贫困县为样本框，采用分层随机抽样的方法从县、乡（镇）、村逐级抽样，对样本村的 6 个月-6 岁儿童采取整群抽样，样本覆盖中西部 15 个省的 28 个县、83 个乡镇、127 个村、11636 名 6 个月-6 岁儿童，采用儿童发展量表对儿童的综合发展水平及五大发展领域，包括粗大动作、精细动作、适应能力、语言能力、社会行为等方面进行研究，将其发展结果与常模进行比较，并尝试解释影响儿童发展的相关因素及影响机制。 研究二，包括两个子研究，子研究一是对贫困地区农村儿童早期发展干预的短期效果评估，对 6-36 个月的家庭养育指导干预和 3-6 岁村级幼儿园干预的短期效果进行评估。子研究二是对干预的长期效果评估，从智力性、社会性两个方面对干预的长期效果进行考察和验证。 本研究主要有以下结果和结论： 1. 贫困地区儿童早期发展水平显著落后于常模，对具体发展领域进行分析发现，除粗大动作外，精细动作、适应能力、语言能力、社会行为等领域均显著落后。在没有外部干预的情况下，随着月龄的增加，儿童发展差距逐步拉大，至3-4 岁时发展差距最大，3-4 岁后农村儿童逐渐接受了学前教育，发展差距随之缩小。贫困地区农村儿童的发展迟缓率显著高于常模，在 3-4 岁时，贫困地区农村儿童发展迟缓率达到常模的 4 倍多。 2. 贫困地区农村儿童生活在贫困、留守、单亲、家庭养育环境存在风险等多种不利因素中。贫困、留守、单亲儿童的发展存在差异，单亲儿童发展水平相对最低，贫困儿童在三组中发展水平相对最好。对贫困、留守、单亲三个因素的影响机制与效应量进行考察验证发现，贫困、留守两个因素与儿童早期发展相关，但没有直接影响，是通过直接影响家庭养育环境质量，间接影响儿童发展水平的；单亲对儿童早期发展水平既通过影响家庭养育环境质量间接影响儿童发展水平，又直接对儿童早期发展产生影响。养育人的养育能力和行为、家庭养育环境质量是影响儿童早期发展的最直接因素，好的家庭养育环境对儿童发展是保护性因素。 3. 对短期效果的评估研究发现，贫困地区农村儿童早期发展干预显著提升了儿童早期发展水平。 6-36 个月家庭养育指导对儿童早期发展水平和家庭养育环境质量都产生了显著效果； 3-6 岁村级幼儿园干预只对儿童早期发展产生了效果，对家庭养育环境质量没有产生显著效果。异质性分析发现，早期干预对贫困、留守、单亲儿童的发展的效果不同，干预对贫困和留守儿童的帮助更大，对单亲儿童所产生的效果有限。家庭养育能力对短期干预效果有调节作用。 4. 对长期效果的评估研究发现，早期发展干预对贫困地区农村儿童产生了群体性“追赶效应”。家庭养育指导干预对儿童流体智力的发展能够产生长期影响，影响在干预后 5 年依然显著。异质性分析发现，家庭养育指导对单亲家庭儿童，特别是“妈妈跑了”的单亲家庭，在流体智力水平方面没有产生显著的长期效果，家庭养育能力是重要的调节变量。村级幼儿园干预对儿童的流体智力水平和心理抗逆力水平都产生了显著的长期效果，提升了人群的长效发展质量，村级幼教老师的效能感对儿童流体智力水平发展有显著预测性，对学生心理抗逆力的发展有中介调节作用。 5. 早期干预能否产生效果与养育人的能力和行为，家庭养育环境的改善有关，养育人的养育能力和行为的改善有助于产生长期效果。早期发展干预能够产生长期效果的可能路径是，家庭养育指导的短期效果是提高了儿童发展水平和家庭养育环境质量，儿童早期综合发展水平对长期智力发展有预测性（金春华，2016），在长期发展过程中，家庭养育环境为儿童提供了资源和支持系统，能力产生能力（Heckman et al., 2013）形成了良性连锁反应；村级幼儿园的短期效果是提高了儿童发展水平，村级幼儿园为儿童提供了一个弥补性的、保护性的发展环境，且幼儿园与义务教育衔接，保持了教育干预的连续性，为儿童提供了持续的发展资源和支持系统，一定程度保障了短期效果转化为长期效果。相反，即使干预产生了短期效果，后续缺乏养育人及发展系统的支持，短期效果也将产生淡出效应。 6.“关键成年人”对儿童发展的短期效果和长期效果都有显著的预测性。当养育人缺乏养育能力和技能时，需要通过外部关键成年人帮助儿童及家庭建立资源和发展系统。6-36个月家庭养育指导和3-6岁村级幼儿园干预均以“教育为主”，前者以儿童和家庭为干预对象，后者以儿童为主要干预对象，外部关键成年人通过教育干预提高家庭养育能力和儿童发展能力，从而建立可持续的发展动力系统。关键成年人的效能感能够显著预测儿童的长期发展水平。 本研究具有一定的理论和实践创新性。理论创新方面，本研究将维果斯基的发展心理学理论和施建农的儿童发展动力系统模型相结合，为研究提供了理论分析框架。“关键成年人”的概念由维果斯基提出，儿童发发展动力系统强调通过“关键成年人”在儿童发展动机形成、能力发展、资源和支持系统建立中的关键作用，上述理论对早期发展干预的短期效果和长期效果的产生机制有较强的解释力。在实践创新方面，本研究一定程度说明了，以儿童和家庭养育能力为干预对象的儿童早期发展干预可以显著提升贫困地区农村儿童发展水平，回应了国内外学术界和社会各界关心的发展心理学干预如何做到有效规模化的问题。本研究一定程度回应了儿童发展早期干预如何避免淡出效应，儿童早期发展不仅可以在短期内提升儿童发展的认知、语言、社会适应等能力，也能对儿童智力性、社会性发展具有长期的预测性。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/44375]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 赵 晨. 贫困地区儿童早期发展现状及干预效果研究[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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