江苏省3 701例学龄前儿童学习能力及其影响因素分析

Learning ability and its associated factors among 3 701 preschool children in Jiangsu Province

摘要

目的 分析江苏省3~6岁儿童学习能力水平及其影响因素,为学习能力受损儿童的早期识别与干预提供科学依据。方法 采用多阶段分层整群随机抽样法,选取2021年11月—2022年4月江苏省6市24所幼儿园学龄前儿童作为研究对象。采用一般情况调查表及学龄前儿童学习能力量表对儿童进行调查,量表得分越高,学习能力受损风险越大;采用多重线性回归分析影响学龄前儿童学习能力的相关因素。结果 共纳入3 701名儿童,其中男童1 945名(52.55%)、女童1 756名(47.45%)。单因素分析结果显示,学龄前儿童的学习能力在不同性别(t=4.408)、年龄(F=32.059)、是否能听懂两种及以上语言(t=5.439)、是否能说出两种及以上语言(t=5.379)、是否参加艺术类兴趣班(t=7.004)、是否参加语言类兴趣班(t=5.789)、是否参加益智类兴趣班(t=3.059)、是否参加运动类兴趣班(t=3.662)、父亲文化程度(F=11.147)、母亲文化程度(F=10.477)、家庭平均月收入(F=14.242)间的得分差异均有统计学意义(P＜0.01)。多重线性回归分析结果显示,女童(β=-0.072)、年龄增长(4~＜5岁;β=-0.130;5~＜6岁:β=-0.189;6~＜7岁:β=-0.173),能够听懂(β=-0.049)或说出(β=-0.057)两种及以上语言、母亲文化程度为本科(β=-0.118)或硕士及以上(β=-0.055)、家庭平均月收入较高(5 000~＜10 000元:β=-0.107;10 000~＜30 000元:β=-0.177;≥30 000元:β=-0.155)与学龄前儿童学习能力得分呈负相关(P＜0.05),提示学习能力受损风险较低。结论 学龄前儿童的学习能力受性别、年龄、多语言经验及家庭社会经济地位等多因素共同影响,应重视对男童及低龄儿童学习能力的监测与支持,鼓励家庭创造丰富的语言环境,并加强对低社会经济地位家庭的早期教育指导与资源支持,以促进儿童早期的全面发展。

Abstract

Objective To analyze the learning ability levels and its associated factors among children aged 3 - 6 years in Jiangsu Province, so as to provide a scientific basis for early identification and intervention of children with impaired learning ability. Methods A multistage stratified cluster random sampling method was used to recruit preschool children from 24 kindergartens in 6 cities of Jiangsu Province between November 2021 and April 2022. Data were collected using a general information questionnaire and the Preschool Children Learning Ability Scale.A higher total score indicated a higher risk of impaired learning ability. Multivariate linear regression analysis were used to identify factors associated with learning ability. Results A total of 3 701 children were included, comprising 1 945 boys (52.55%) and 1 756 girls (47.45%). Univariate analysis showed that scores for learning ability differed significantly by sex (t=4.408), age (F=32.059), ability to understand (t=5.439) or speak (t=5.379) two or more languages, participation in extracurricular classes (arts, t=7.004; languages, t=5.789; puzzles, t=3.059; sports, t=3.662), paternal education level (F=11.147), maternal education level (F=10.477), and average monthly household income (F=14.242) (P<0.01).Multiple linear regression analysis demonstrated that being female (β=-0.072), increasing age (4 to <5 years: β=-0.130; 5 to <6 years: β=-0.189; 6 to <7 years: β=-0.173), the ability to understand (β=-0.049) or speak (β=-0.057) two or more languages, maternal education at the bachelor's (β=-0.118) or master's degree level and above (β=-0.055), and higher average monthly household income in RMB(5 000 to <10 000:β=-0.107; 10 000 to <30 000: β=-0.177; ≥30 000: β=-0.155) were negatively associated with learning ability scores (P<0.05), indicating a lower risk of learning impairments. Conclusions The learning abilities of preschool children are jointly influenced by gender, age, multilingual exposure, and family socioeconomic status. Targeted monitoring and support should be provided for boys and younger children. Furthermore, families should be encouraged to create rich linguistic environments, and early education guidance and resource support should be strengthened for families with lower socioeconomic status to promote comprehensive early childhood development.

关键词

学习能力 / 多语言经验 / 家庭社会经济地位 / 学习障碍 / 学龄前儿童

Key words

learning abilities / multilingual exposure / family socioeconomic status / learning disabilities / preschool children

[1] 池霞.从儿童保健角度谈学习困难的早期识别与干预[J].中国儿童保健杂志,2025,33(4):363-365,401.
Chi X.Early identification and intervention of learning difficulties[J].Chin J Child Health Care,2025,33(4):363-365,401.(in Chinese)
[2] 赵瑾,张云婷,宋映泉,等.中国儿童早期发展指数工具及常模制定[J].中国儿童保健杂志,2023,31(8):858-863.
Zhao J,Zhang YT,Song YQ,et al.Chinese early human capacity index and norm[J].Chin J Child Health Care,2023,31(8):858-863.(in Chinese)
[3] Fawzi WW, Partap U. Optimizing interventions for early childhood development[J]. JAMA, 2024, 331(1): 25-27.
[4] Hernández-Alava M, Popli G. Children's development and parental input: Evidence from the UK millennium cohort study[J]. Demography, 2017, 54(2): 485-511.
[5] Yao M, Wang J, Liu P, et al. Development, reliability, and validity of the preschool learning skills scale:A tool for early identification of preschoolers at risk of learning disorder in mainland China[J]. Front Neurol, 2022, 13: 918163.
[6] Adani S, Cepanec M.Sex differences in early communication development: Behavioral and neurobiological indicators of more vulnerable communication system development in boys[J].Croat Med J,2019,60(2):141-149.
[7] Magnuson KA, Kelchen R, Duncan GJ ,et al.Do the effects of early childhood education programs differ by gender? A Meta-analysis[J].Early Child Res Q, 2016, 36:521-536.
[8] Ross LA, Del Bene VA, Molholm S, et al. Sex differences in multisensory speech processing in both typically developing children and those on the autism spectrum[J].Front Neurosci, 2015, 9:185.
[9] Frank MC, Braginsky M, Yurovsky D, et al. Variability and consistency in early language learning: The Wordbank project[M].America:The MIT Press, 2021.
[10] Eriksson M, Marschik PB, Tulviste T, et al. Differences between girls and boys in emerging language skills: Evidence from 10 language communities[J].Br J Dev Psychol, 2012, 30(2): 326-343.
[11] Lange BP, Euler HA, Zaretsky E. Sex differences in language competence of 3- to 6-year-old children[J].Appl Psycholinguist,2016,37(6):1417-1438.
[12] Acharya K, Rahman MS, Islam MR, et al. Socioeconomic and education-based inequality in suspected developmental delays among Nepalese children: A subnational level assessment[J]. Sci Rep, 2023,13(1):4750.
[13] Houweling TAJ, Oude Groeniger J, Jansen PW, et al. Trajectories of socioeconomic inequality in early child development: A cohort analysis[J]. Int J Equity Health, 2022, 21(1): 79.
[14] Chen JH, Zheng H, Drake B, et al. Explaining adolescent problematic behavior: An application of the family stress model and the family investment model[J]. J Child Fam Stud, 2023, 32(7): 1977-1988.
[15] Wang L, Wang T, Li H, et al. Parentalself-perception, parental investment, and early childhood developmental outcomes: Evidence from rural China[J]. Front Public Health, 2022, 10: 820113.
[16] Mohammed S, Afaya A, Abukari AS. Reading, singing, and storytelling: The impact of caregiver-child interaction and child access to books and preschool on early childhood development in Ghana[J].Sci Rep,2023,13(1):13751.
[17] Gard AM, McLoyd VC, Mitchell C, et al. Evaluation of a longitudinal family stress model in a population-based cohort[J]. Soc Dev, 2020, 29(4): 1155-1175.
[18] Huang J, Yu D, Tang X, et al.Unraveling the longitudinal relationships among parenting stress, preschoolers' problem behavior, and risk of learning disorder[J].Behav Sci, 2025,15(6): 785.
[19] Wilson N, Minnis H, McDaid S, et al. Household income and children's mental health outcomes: The mediating role of maternal wellbeing and parent-child relationship quality[J]. Eur Child Adolesc Psychiatry,2025,34(11):3601-3611.
[20] 张丽芳, 郭菲, 陈祉妍, 等. 父亲共同养育与儿童的外化问题行为: 母亲教养压力和教养效能的链式中介作用[J]. 中国临床心理学杂志, 2023, 31(4): 928-933.
Zhang LF, Guo F, Chen ZY, et al. Relationship between paternal co-parenting and children's externalizing problem behavior: The chain mediating effect of maternal parenting stress and maternal parenting self-efficacy[J]. Chin J Clin Psychol, 2023, 31(4): 928-933. (in Chinese)
[21] 吴安莲.双语学习经验与学前儿童执行功能的关系[D].南京:东南大学,2020.
Wu AL.The relationship between bilingual learning and preschool children's executive function[D].Nanjing:Southeast University,2020.(in Chinese)
[22] Kheder S, Kaan E.Cognitive control in bilinguals: Proficiency and code-switching both matter[J].Cognition,2021,209:104575.

基金资助

江苏省科技计划专项重点研发计划社会发展项目(BE2023666);江苏省妇幼保健协会科研项目(FYX202435);江苏省医学会儿科医学科研专项资金项目〔SYH-32034-0115(2024019)〕;南京医科大学科技发展基金项目(NMUB20230086)