在南非出生队伍中,对话式书籍分享干预措施的有效性:随机对照试验
Sheri-Michelle Koopowitz1, Karen Thea Maré2, Marilyn Lake3
1Department of Psychiatry, Neuroscience Institute, Faculty of Health Sciences, University of Cape Town, South Africa.
Comprehensive psychiatry
|November 9, 2023
概括
对话式书籍分享并没有改善3.5岁南非儿童的语言或社会情感技能. 早期干预是关键,需要进一步的研究,以适应老年儿童的书籍共享.
科学领域:
- 儿童发展 儿童发展
- 幼儿教育 儿童早期教育
- 公共卫生 公共卫生
背景情况:
- 众所周知,对话式的书籍分享可以促进低收入和中等收入国家 (LMICs) 的幼儿的语言发展.
- 书籍分享对儿童其他神经认知和社会情感领域的影响仍然不太了解.
- 本研究研究了在特定的LMIC背景下,书籍共享干预措施的更广泛影响.
研究的目的:
- 评估对3.5岁儿童神经认知和社会情感发展的对话式书籍分享干预措施的有效性.
- 确定书籍共享的好处是否超出了学龄前儿童语言发展的范围.
- 探索书籍共享干预措施在南非低收入社区的适用性.
主要方法:
- 在德拉肯斯坦儿童健康研究 (DCHS) 中进行了一项随机对照试验 (RCT).
- 122名护理人员及其3.5岁的孩子被随机分配到干预组 (n=61) 或等候名单对照组 (n=61).
- 一个神经认知电池在基线和干预后4个月评估了接受性和表达性语言,执行功能,思想理论和行为.
主要成果:
- 在接受和表达语言方面,干预组和对照组之间没有发现显著差异.
- 与对照组相比,干预组在执行功能,思维理论或行为方面没有表现出改善.
- 这些发现在4个月后的后续评估中是一致的.
结论:
- 在这个南非环境中,在婴儿中观察到的对话式书籍共享的积极影响并没有在3.5至4岁的儿童中得到证明.
- 该研究强调了早期干预时间的潜在重要性.
- 建议进行进一步的研究,以在类似的环境中适应较大的儿童的书籍共享策略.
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