中国农村贫困地区儿童早期认知发展现状及影响因素研究
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摘要
随着中国人口老龄化的增加和全球经济时代的到来,认知资本成为经济可持续发展的关键,而儿童早期认知发展对其生命后续阶段的能力发展乃至整个国家的发展都尤为重要。通过使用来自中国农村贫困地区的调查数据和贝利婴幼儿发展量表第III版(BSID-III),本研究有如下发现:(1)在中国农村贫困地区,儿童早期认知发展存在滞后风险的比例高达40%以上,但是有明显的城乡差异,城市婴幼儿的总体认知发展水平(认知发展存在滞后风险的比例为25.53%)要好于农村婴幼儿(认知发展存在滞后风险的比例为43.78%);(2)照养人的养育知识、养育行为与婴幼儿认知发展水平显著相关,但是在加入户口类型后,养育行为与儿童早期认知发展水平之间的关系不再显著,这可能是由照养人的养育行为在城乡间的"数量"和"质量"差异所导致的结果。因此,未来中国政府不仅需要强化和完善0-3岁儿童早期发展方面的公共政策和服务体系,还应在此过程中不断加强对家庭成员在养育孩子的意识、知识和行为方面的培训和教育,切实改善农村贫困地区儿童早期认知发展现状。
With the rapid aging population and economic globalization, cognitive capital has become critical for sustainable economic development in China. Early childhood cognitive development has a lasting impact later in life, which is vital to China's national development. The current study used the Bayley Scale of Infant and Toddler Development III to study a sample of children in impoverished areas of western China. We used this data to describe the status of early childhood development in China and analyze determinants of cognitive development during early childhood. The results show that cognitive developmental delays are common among rural children in underdeveloped areas. The proportion of children showing developmental delays is 40% and above. It also reveals significant rural-urban differences, with urban children tending to show higher levels of cognitive development(The proportion of children showing developmental delays is 25.53% in urban areas and 43.78% in rural areas). Our findings also show that parenting behavior and parenting knowledge of caregivers are closely related to the level of infants' cognitive development. However, when controlling for Hukou type, the relationship between parenting behavior and cognitive development becomes insignificant. We believe this may be due to the difference between urban and rural areas in both the "quality and quantity" of parenting behaviors. To bridge this gap, it's suggested that the Chinese government not only strengthen and improve public policies and service systems for the development of children aged 0-3, but also invest in education and parenting training to ensure that caregivers pay more attention to cultivating awareness, knowledge, and good behavior in their children. All this can help to effectively improve the status of children's early cognitive development in rural areas.
With the rapid aging population and economic globalization, cognitive capital has become critical for sustainable economic development in China. Early childhood cognitive development has a lasting impact later in life, which is vital to China's national development. The current study used the Bayley Scale of Infant and Toddler Development III to study a sample of children in impoverished areas of western China. We used this data to describe the status of early childhood development in China and analyze determinants of cognitive development during early childhood. The results show that cognitive developmental delays are common among rural children in underdeveloped areas. The proportion of children showing developmental delays is 40% and above. It also reveals significant rural-urban differences, with urban children tending to show higher levels of cognitive development(The proportion of children showing developmental delays is 25.53% in urban areas and 43.78% in rural areas). Our findings also show that parenting behavior and parenting knowledge of caregivers are closely related to the level of infants' cognitive development. However, when controlling for Hukou type, the relationship between parenting behavior and cognitive development becomes insignificant. We believe this may be due to the difference between urban and rural areas in both the "quality and quantity" of parenting behaviors. To bridge this gap, it's suggested that the Chinese government not only strengthen and improve public policies and service systems for the development of children aged 0-3, but also invest in education and parenting training to ensure that caregivers pay more attention to cultivating awareness, knowledge, and good behavior in their children. All this can help to effectively improve the status of children's early cognitive development in rural areas.
引文
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“城乡儿童入学准备状况比较研究”课题组.(2008).城乡幼儿入学准备水平的对比研究.学前教育研究,(7),22-25.
池霞,洪琴,姚天红等.(2010).南京市322例2岁幼儿贝利发育量表调查分析.中华实用儿科临床杂志,25(11),832-834.
董奇.(2017).北京:“发展儿童认知资本,促进社会繁荣进步”高级研讨会总结报告.取自:联合国儿童基金会,http://www.unicef.cn/cn/index.php?m=content&c=index&a=show&catid=226&id=4336.
洪秀敏,罗丽.(2012).公平视域下我国城乡学前教育发展差异分析.教育学报,8(5),73-81.
李洁,姜艳蕊,王超霞等.(2014).婴幼儿认知发育的相关影响因素.中国儿童保健杂志,22(3),239-241.
孙艳艳.(2015).0-3岁儿童早期发展家庭政策与公共服务探索.社会科学,(10),65-72.
王晶晶.(2016).消除贫困需关注儿童早期发展.中国经济时报,2016-10-28(001).
王沛荣.(2016).育儿知识宣教对产妇育儿知识认知及婴幼儿发育的影响.按摩与康复医学,7(2),124-125.
吴帆,王琳.(2017).中国学龄前儿童家庭照料安排与政策需求——基于多源数据的分析.人口研究,41(6),71-83.
邬健冰.(2011).中国的儿童早期发展与教育:打破贫穷的代际传递与改善未来竞争力.世界银行东亚及太平洋地区人类发展部和国家人口计生委培训交流中心编写,报告编号53746-CN.取自:http://documents.worldbank.org/curated/zh/720991468217760516/pdf/537460CHINESE00000FINAL0Cn0version.pdf.
夏秀兰,张亚钦,李辉.(2009).山西农村婴幼儿智能发育状况分析.中国妇幼保健,(20),2795-2797.
徐曼,刘小红,周熙慧,李正浩.(2009).贝利婴幼儿发展量表陕西关中农村常模的研究.中国儿童保健杂志,17(2),125-126.
徐珊珊,黄红,张劲松等.(2011).贝利婴幼儿发育量表——评价上海市婴幼儿发育水平的应用初探.中国儿童保健杂志,19(1),30-32.
易受蓉,罗学荣,杨志伟,万国斌.(1993).贝利婴幼儿发展量表在我国的修订(城市版).中国临床心理学杂志,1(2),71-75.
于雷.(2015).长春市婴幼儿成长现状及影响因素分析.长春:吉林大学硕士学位论文.
赵静.(2012).早产对儿童认知发展的影响.国际生殖健康/计划生育杂志,31(3),220-224.
周群峰.(2017).中国农村婴幼儿能力的担忧.中国新闻周刊,7(811).取自:http://www.inewsweek.cn/2/2017-07-10/3531.shtml.
Al-Hassan,S.M.,& Lansford,J.E.(2011).Evaluation of the better parenting programme in Jordan.Early Child Development & Care,181(5),587-598.
Al-Maadadi,F.,& Ikhlef,A.(2015).What mothers know about child development and parenting in Qatar:Parenting cognitions and practices.The Family Journal,23(1),65-73.
Anderson P.J.,& Doyle,L.W.(2008).Cognitive and educational deficits in children born extremely preterm.Seminars in Perinatology,32(1),51-58.
Ayoub,C.,O’Connor,E.,Rappolt-Schlictmann,G.,et al.(2009).Cognitive skill performance among young children living in poverty:Risk,change,and the promotive effects of Early Head Start.Early Childhood Research Quarterly,24(3),289-305.
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Dukewich,T.L.,Borkowski,J.G.& Whitman,T.L.(1996).Adolescent mothers and child abuse potential:An evaluation of risk factors.Child Abuse & Neglect,20(11),1031-1047.
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Evens,M.A.,Shaw,D.,& Bell,M.(2000).Home literacy activities and their influence on early literacy skills.Canadian Journal of Experimental Psychology,54(2),65-75.
Fry,P.S,(2011).Relations between teenagers’ age,knowledge,expectations and maternal behaviour.British Journal of Developmental Psychology,3(1),47-55.
Geoffroy,M.C.,Séguin,J.R.,Lacourse,é.,Boivin,M.,Tremblay,R.E.,& C?té,S.M.(2012).Parental characteristics associated with childcare use during the first 4 years of life:Results from a representative cohort of Québec families.Canadian Journal of Public Health,103(1),76-80.
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①早产儿指胎龄小于37周的新生儿,出生体重多低于2500g,头围多小于33cm(Engle,2006)。
②样本选取按照以下标准:(1)选取样本镇,收集三地市贫困县所有乡镇名单。为保证选取样本能够代表农村地区婴幼儿发展现状,项目组制定两条标准:排除城关镇(城关镇多为县政府所在地,经济较为发达);排除总人口不足800人的乡镇(出生人口较少,难以达到有效样本量);(2)抽取样本村。在每个样本镇随机抽取一个样本村,样本村所有6-24个月月龄的婴幼儿为样本对象。
③在2017年摸底时,共摸底孩子1375名。但是在实际调查时,由于部分家长带孩子流动至省会城市或外省,还有部分孩子外出到本县其他地方与调查队伍时间错开,还有部分家长拒绝参加,或参加中途由于各种原因退出,所以未能得到调查。因此最后得到的样本与摸底数据减少376名。
④考虑到贝利调查的成本,我们只对部分样本做了贝利测试。但是在做该测试过程中,由于个别未被抽样的孩子家长强烈要求对自己的孩子实施贝利测试,所以我们也为其进行了测试,因此最后得到的调查样本比抽样样本多出8份。
⑤基于已有研究发现,在健康人群中,认知量表的均值和标准差为105和9.6(Lowe et al.,2012;Serenius et al.,2013)。由于中国没有Bayley III的常模,因此本研究采用该均值和标准差作为判断儿童存在早期发展滞后或是迟缓风险的标准。
⑥我们在贝利认知总分与户口类型进行单因素方差分析时发现,父母一方为农业户口一方为非农户口的婴幼儿,其认知总分与父母双方都是非农户口的婴幼儿存在显著差异,但是与父母双方都是农业户口的婴幼儿认知总分的差异在统计上并不显著,因此将该类样本纳入农业户口样本。
⑦我们在进行回归分析时,使用非参数标准化的方法对贝利认知粗分进行了标准化。
⑧存在该年龄组的主要原因是在做贝利测试时,如果孩子出现早产(胎龄<37周),我们会根据其胎龄进行月龄的调整。具体调整方法为:婴幼儿实际月龄=(调查日期-婴幼儿出生日期)-(40周-婴幼儿胎龄)。
陈慧林,曲珠凤,李小帆等.(2003).提高母亲育儿知识,促进婴幼儿健康成长.中国实用医刊,30(15),11-12.
“城乡儿童入学准备状况比较研究”课题组.(2008).城乡幼儿入学准备水平的对比研究.学前教育研究,(7),22-25.
池霞,洪琴,姚天红等.(2010).南京市322例2岁幼儿贝利发育量表调查分析.中华实用儿科临床杂志,25(11),832-834.
董奇.(2017).北京:“发展儿童认知资本,促进社会繁荣进步”高级研讨会总结报告.取自:联合国儿童基金会,http://www.unicef.cn/cn/index.php?m=content&c=index&a=show&catid=226&id=4336.
洪秀敏,罗丽.(2012).公平视域下我国城乡学前教育发展差异分析.教育学报,8(5),73-81.
李洁,姜艳蕊,王超霞等.(2014).婴幼儿认知发育的相关影响因素.中国儿童保健杂志,22(3),239-241.
孙艳艳.(2015).0-3岁儿童早期发展家庭政策与公共服务探索.社会科学,(10),65-72.
王晶晶.(2016).消除贫困需关注儿童早期发展.中国经济时报,2016-10-28(001).
王沛荣.(2016).育儿知识宣教对产妇育儿知识认知及婴幼儿发育的影响.按摩与康复医学,7(2),124-125.
吴帆,王琳.(2017).中国学龄前儿童家庭照料安排与政策需求——基于多源数据的分析.人口研究,41(6),71-83.
邬健冰.(2011).中国的儿童早期发展与教育:打破贫穷的代际传递与改善未来竞争力.世界银行东亚及太平洋地区人类发展部和国家人口计生委培训交流中心编写,报告编号53746-CN.取自:http://documents.worldbank.org/curated/zh/720991468217760516/pdf/537460CHINESE00000FINAL0Cn0version.pdf.
夏秀兰,张亚钦,李辉.(2009).山西农村婴幼儿智能发育状况分析.中国妇幼保健,(20),2795-2797.
徐曼,刘小红,周熙慧,李正浩.(2009).贝利婴幼儿发展量表陕西关中农村常模的研究.中国儿童保健杂志,17(2),125-126.
徐珊珊,黄红,张劲松等.(2011).贝利婴幼儿发育量表——评价上海市婴幼儿发育水平的应用初探.中国儿童保健杂志,19(1),30-32.
易受蓉,罗学荣,杨志伟,万国斌.(1993).贝利婴幼儿发展量表在我国的修订(城市版).中国临床心理学杂志,1(2),71-75.
于雷.(2015).长春市婴幼儿成长现状及影响因素分析.长春:吉林大学硕士学位论文.
赵静.(2012).早产对儿童认知发展的影响.国际生殖健康/计划生育杂志,31(3),220-224.
周群峰.(2017).中国农村婴幼儿能力的担忧.中国新闻周刊,7(811).取自:http://www.inewsweek.cn/2/2017-07-10/3531.shtml.
Al-Hassan,S.M.,& Lansford,J.E.(2011).Evaluation of the better parenting programme in Jordan.Early Child Development & Care,181(5),587-598.
Al-Maadadi,F.,& Ikhlef,A.(2015).What mothers know about child development and parenting in Qatar:Parenting cognitions and practices.The Family Journal,23(1),65-73.
Anderson P.J.,& Doyle,L.W.(2008).Cognitive and educational deficits in children born extremely preterm.Seminars in Perinatology,32(1),51-58.
Ayoub,C.,O’Connor,E.,Rappolt-Schlictmann,G.,et al.(2009).Cognitive skill performance among young children living in poverty:Risk,change,and the promotive effects of Early Head Start.Early Childhood Research Quarterly,24(3),289-305.
Cohen,R.J.,& Swerdlik,M.K.(2005).Psychological testing and assessment (6th Ed).New York:The McGraw Hill Companies,Inc.
Conger,R.D.,Conger,K.J.& Martin,M.J.(2010).Socioeconomic status,family processes,and individual development.Journal of Marriage and Family,72(3),685-704.
Darling,N.,& Steinberg,L.(1993).Parenting style as context:An integrative model.Psychological Bulletin,113 (3),487-496.
Dukewich,T.L.,Borkowski,J.G.& Whitman,T.L.(1996).Adolescent mothers and child abuse potential:An evaluation of risk factors.Child Abuse & Neglect,20(11),1031-1047.
Engle,W.A,(2006).A recommendation for the definition of “late preterm”(near –term) and the birth weight-gestational age classification on system.Seminars in Perinatology,30(1),2-7.
Evens,M.A.,Shaw,D.,& Bell,M.(2000).Home literacy activities and their influence on early literacy skills.Canadian Journal of Experimental Psychology,54(2),65-75.
Fry,P.S,(2011).Relations between teenagers’ age,knowledge,expectations and maternal behaviour.British Journal of Developmental Psychology,3(1),47-55.
Geoffroy,M.C.,Séguin,J.R.,Lacourse,é.,Boivin,M.,Tremblay,R.E.,& C?té,S.M.(2012).Parental characteristics associated with childcare use during the first 4 years of life:Results from a representative cohort of Québec families.Canadian Journal of Public Health,103(1),76-80.
Goswami,U.(1998).Cognition in children.UK:Psychology Press Ltd.
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①早产儿指胎龄小于37周的新生儿,出生体重多低于2500g,头围多小于33cm(Engle,2006)。
②样本选取按照以下标准:(1)选取样本镇,收集三地市贫困县所有乡镇名单。为保证选取样本能够代表农村地区婴幼儿发展现状,项目组制定两条标准:排除城关镇(城关镇多为县政府所在地,经济较为发达);排除总人口不足800人的乡镇(出生人口较少,难以达到有效样本量);(2)抽取样本村。在每个样本镇随机抽取一个样本村,样本村所有6-24个月月龄的婴幼儿为样本对象。
③在2017年摸底时,共摸底孩子1375名。但是在实际调查时,由于部分家长带孩子流动至省会城市或外省,还有部分孩子外出到本县其他地方与调查队伍时间错开,还有部分家长拒绝参加,或参加中途由于各种原因退出,所以未能得到调查。因此最后得到的样本与摸底数据减少376名。
④考虑到贝利调查的成本,我们只对部分样本做了贝利测试。但是在做该测试过程中,由于个别未被抽样的孩子家长强烈要求对自己的孩子实施贝利测试,所以我们也为其进行了测试,因此最后得到的调查样本比抽样样本多出8份。
⑤基于已有研究发现,在健康人群中,认知量表的均值和标准差为105和9.6(Lowe et al.,2012;Serenius et al.,2013)。由于中国没有Bayley III的常模,因此本研究采用该均值和标准差作为判断儿童存在早期发展滞后或是迟缓风险的标准。
⑥我们在贝利认知总分与户口类型进行单因素方差分析时发现,父母一方为农业户口一方为非农户口的婴幼儿,其认知总分与父母双方都是非农户口的婴幼儿存在显著差异,但是与父母双方都是农业户口的婴幼儿认知总分的差异在统计上并不显著,因此将该类样本纳入农业户口样本。
⑦我们在进行回归分析时,使用非参数标准化的方法对贝利认知粗分进行了标准化。
⑧存在该年龄组的主要原因是在做贝利测试时,如果孩子出现早产(胎龄<37周),我们会根据其胎龄进行月龄的调整。具体调整方法为:婴幼儿实际月龄=(调查日期-婴幼儿出生日期)-(40周-婴幼儿胎龄)。