Home environment and social skills of Japanese preschool children pre- and post-COVID-19
Home environment and social skills of Japanese preschool children pre- and post-COVID-19
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COVID-19 前后日本学龄前儿童的家庭环境和社交技能
DOI：
10.1080/03004430.2021.2021896
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发表时间：
2022
影响因子：
1.4
通讯作者：
Etsuko Tomisaki & Tokie Anme
中科院分区：
文献类型：
--
作者：
Xiang Li;Dandan Jiao;Munenori Matsumoto;Yantong Zhu;Jinrui Zhang;Zhu Zhu;Yang Liu;Mingyu Cui;Yanlin Wang;Meiling Qian;Ammara Ajmal;Alpona Afsari Banu;Yolanda Gra;Emiko Tanaka;Taeko Watanabe;Yuko Sawada;Etsuko Tomisaki & Tokie Anme
新冠肺炎疫情影响了全球学龄前儿童的日常生活和社会关系。虽然许多研究考察了大流行对儿童的影响，但很少有研究比较大流行前后的家庭环境和儿童的社交技能。为了解决这一研究差距，我们使用了日本托儿队列研究的数据，其中包括0-6岁儿童的父母使用自报问卷回答的关于家庭环境的问题(2019年为1748个，2020年为1349个)，以及由托儿中心的托儿专业人员评估的1-6岁儿童的社交技能数据(2019年为1917个，2020年为1989个)。使用卡方检验对家庭环境和社交技能进行了比较。我们发现，在2020年，家庭聚餐、不惩罚和对儿童错误的积极态度的频率更高。相比之下，2020年一起购物、拜访孩子的朋友和亲戚以及获得他人社会支持的频率较低。此外，2019年儿童的社交技能好于2020年。儿童保育机构可以考虑这些差异，并制定一项支助计划，以确保高质量的儿童养育做法和儿童健康发展。
The COVID-19 pandemic has impacted the daily life and social relationships of pre-school children globally. While many studies have examined the impact of the pandemic on children, few have compared the home environment and children’s social skills before and after the pandemic. To address this research gap, we used data from the Japan Child Care Cohort study, which included questions on home environment answered by parents (1748 in 2019 and 1349 in 2020) of children aged 0–6 years using self-reported questionnaires and data on the social skills of children aged 1–6 years (1917 in 2019 and 1989 in 2020) that were evaluated by childcare professionals in childcare centres. Using the Chi-square test, home environments and social skills were compared. We found that frequencies of family meals, no punishment, and a positive attitude toward children’s mistakes were higher in 2020. In contrast, frequencies of shopping together, visiting children’s friends and relatives, and having social support from others were lower in 2020. Additionally, children’s social skills in 2019 were better than in 2020. Childcare institutions can consider these differences and create a support plan to ensure quality child-rearing practices and healthy child development.