非常早产对学校准备的长期影响:探索学前教育中介途径
María Francisca Morales1,2, María Inés Susperreguy3,4, Victoria Simms3,5,6
1Faculty of Education, Universidad Diego Portales, Santiago, Chile. maria.moralesl@mail.udp.cl.
Pediatric research
|August 19, 2025
概括
非常早产与儿童较低的数学技能有关,由早期执行功能和词汇缺陷介导. 针对这些技能的早期干预可以改善这个弱势群体的学校准备.
科学领域:
- 发展心理学 发展心理学
- 儿科 儿科 儿科
- 认知神经科学 认知神经科学
背景情况:
- 非常早产的孩子经常在学校遇到发展上的挑战.
- 将早产与后来的困难联系在一起的机制尚未完全理解.
- 这项研究调查了非常早产的儿童中学龄结果的早期预测因素.
研究的目的:
- 检查非常早产与儿童的数学技能,行为和情感困难之间的联系.
- 调查前学年执行职能和接受词汇的调解作用.
- 为了确定影响非常早产儿长期学术挑战的早期认知机制.
主要方法:
- 使用了来自智利队伍的"Encuesta Longitudinal de la Primera Infancia" (10,098名儿童,147名非常早产) 的数据.
- 在1-3岁时评估非常早产状态和社会人口统计学.
- 测量了3-6岁的执行功能和受感词汇,以及8-12岁的数学技能,行为和情绪困难.
主要成果:
- 非常早产的孩子表现出明显较低的数学技能,相比于出生时的同龄人.
- 减少的执行功能和受体词汇部分介绍了这种关联.
- 非常早产和行为/情绪困难之间没有发现直接联系,但通过一般认知能力观察到间接影响.
结论:
- 非常早产对学校的准备有长期影响,特别是数学技能.
- 早期干预,以执行功能和幼儿园接受词汇为重点,可以减轻不良结果.
- 研究结果强调了早期认知支持对非常早产儿学业成功的重要性.
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