早期儿童执行功能与积极育儿之间的长度关联以及学龄儿童的弹性,自我调节和行为问题
Lalin Rungsattatharm1, Priyakorn Tasingha1, Pon Trairatvorakul2
1Division of Growth and Development, Department of Pediatrics, Faculty of Medicine, The Thai Red Cross Society, Chulalongkorn University, and King Chulalongkorn Memorial Hospital, Bangkok, Thailand.
Child and adolescent psychiatry and mental health
|March 8, 2025
概括
早期执行功能 (EF) 困难预示着学龄儿童的恢复能力较低,行为问题更多. 积极的育儿可以通过改善EF和减少行为问题来缓冲这些影响.
科学领域:
- 儿童发展 儿童发展
- 发展心理学 发展心理学
- 行为科学 行为科学
背景情况:
- 关于早期儿童执行功能 (EF) 和育儿与后期儿童结果相关的纵向数据有限.
- 这项研究调查了学龄前儿童EF,育儿和结果之间的长期关联.
研究的目的:
- 为了评估执行功能 (EF) 和学前教育期间的家长行为之间的长期关联.
- 检查这些因素对9岁儿童的弹性,自我调节效率和行为问题的影响.
主要方法:
- 分析了一项纵向研究 (自6个月以来) 的195名参与者.
- 父母报告的关于儿童EF困难和行为问题 (4,6,9岁) 和育儿行为 (4,6岁) 的数据.
- 儿童报告的弹性和自我调节功效 (9岁) 通过路径分析进行分析.
主要成果:
- 幼儿园EF困难直接和间接地与较低的弹性,减少自我调节效率和9岁时增加的行为问题有关.
- 在幼儿时代积极的家长间接地提高了性和自我调节的有效性,并在9岁时减少了行为问题.
- 这些积极的育儿效应是通过EF的改善和在学前阶段减少行为问题的介导.
结论:
- 学前执行功能 (EF) 困难与学龄儿童的表现较差有关,包括恢复力和自我调节能力降低,行为问题增加.
- 针对EF和早期儿童积极育儿的干预措施可能对儿童的长期发展有益.
- 促进早期EF和积极的育儿可以提高性和自我调节的有效性,同时减轻学龄儿童的行为问题.
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