Passive parenting and its Association with Early Child Development
Passive parenting and its Association with Early Child Development
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被动养育及其与儿童早期发展的关系
DOI：
10.1080/03004430.2017.1407318
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发表时间：
2019-08-24
影响因子：
1.4
通讯作者：
Rozelle, Scott
中科院分区：
文献类型：
--
作者：
Luo, Renfu;Jia, Fang;Rozelle, Scott
摘要本研究旨在调查中国农村儿童的发育状况、接受互动父母教养的程度以及两者之间的关系。从河北省和云南省的两个农村县随机抽取了448名6至18个月大的儿童及其照顾者。根据第三版Bayley婴幼儿发展量表，48.7%的样本儿童表现出认知迟缓，40.6%的儿童表现出语言迟缓，35%的儿童表现出社交情绪迟缓。根据看护人的反馈，中国农村的育儿在很大程度上是被动的，缺乏讲故事、唱歌和玩耍等互动练习。有兄弟姐妹的儿童、留守儿童和母亲受教育程度较低的儿童接受互动练习的可能性更小。采用最佳育儿方法的照顾者的孩子表现出更好的认知、语言和社会情感发展；然而，公共卫生系统没有提供学习最佳育儿方式的平台。
ABSTRACT This study aims to investigate the developmental status of rural Chinese children, the extent of interactive parenting they receive, and the relation between the two. A sample of 448 six to eighteen-month-old children and their caregivers were randomly selected from two rural counties in Hebei and Yunnan provinces. According the third edition of the Bayley Scales of Infant and Toddler Development, 48.7% of sample children exhibited cognitive delays, 40.6% language delays, and 35% social-emotional delays. According to responses from caregivers, parenting in rural China is largely passive, lacking in interactive practices like storytelling, singing, and playing. Children-with-siblings, left-behind children, and children with less-educated mothers were even less likely to receive interactive practices. Children of caregivers who did engage in best parenting practices showed better cognitive, language, and social-emotional development; however, the public health system provides no platform for learning about optimal parenting.