Flourishing or eudaimonism as a comprehensive evaluation index of overall happiness， including happiness and emotional satisfaction，personal growth，interpersonal relationships，meaning and self-realization，physical and mental health and other dimensions．Flourishing intent refers to the pursuit of meaning，realizing the self-value and long-term happiness; flourishing happiness refers to the realization of personal potential，focus on personal growth and development． Western mainstream psychology uses flourishing as a means of achieving personal goals，with instrumental and specific cultural preferences not suitable for all cultures． To understand prosperity，cultural diversity should be taken into account．Based on the existing research，“The integrated growth three factors model of flourishing” and “From flow to flourishing Active health behaviour model” were proposed as frames of psychological intervention in the COVID-19 pandemic．Future research should focus on the best way from flow to flourishing，encourage cultural intervention ( poetry，calligraphy，painting and seal，square dance，Tai Chi，etc．) ，while using different research methods， focus on the flourishing differences of people of different social，culture and age．

本研究对象为贵州省一个国家级贫困县的23 776名儿童，对其从学龄前(4岁)到四年级(10岁)进行追踪研究，采用线性模型、离散模型和多项倾向得分加权匹配(MPSW)等多种数据分析方法，分析变量、干预与长期效果之间的关系，结果发现：接受过3年“一村一园”教育的儿童和接受过2年“一村一园”教育的儿童在刚进入一年级时，语文、英语和数学方面的成绩非常接近，落后于接受过县公办幼儿园教育的儿童；到了三、四年级，接受过3年“一村一园”教育的儿童已经努力赶上了接受过县公办幼儿园教育的儿童，接受过2年“一村一园”教育的儿童与接受过县公办幼儿园教育的儿童的成绩差距不断扩大。本研究结果表明，在农村集中连片贫困地区，儿童多接受一年的学前教育可以帮助他们获得更长效的学习能力，消减长期的淡出效应。