Longitudinal study regarding development of children tending toward hyperactivity and impulsivity, difficulties with their care, and support

本研究旨在探讨儿童的“难管教气质”、多动、冲动对父母焦虑、儿童照顾困难、儿童照顾支持需求的影响。研究对象为2001年在爱知县10个地区的公共卫生中心接受婴儿健康检查的18 ~ 36个月儿童的父母和随访组的父母。2001年进行了第一次问卷调查。关于纵向分析，2002年进行了第二次分析，2004年进行了第三次分析。儿童的年龄主要在18至72个月之间，结果表明，在儿童的特征中，“反应强度”和“无法安顿”持续存在。在2004年的研究中，对48个月和72个月的儿童进行了发育分析。根据该研究，与未发现问题的儿童组相比，被专门机构和健康检查发现发育问题的儿童组更容易出现育儿困难，更容易出现发育障碍症状，他们在幼儿园小组活动中更容易出现问题行为。父母的育儿焦虑感更强。通过观察和与负责儿童保育的个人的访谈，收集并分析了儿童保育中心、小学等中倾向于多动和冲动的儿童的儿童保育实践的例子。这些儿童的特点，最新的意义的“变化”，理解儿童倾向于多动症和冲动的角度，和方法的支持儿童保育。

This study examined the effects of "difficult temperament", hyperactivity and impulsivity of the child on the parental anxiety, child care difficulty, and needs to support for child care. Participants were parents of children 18 to 36 months of age who attended a health checkup for infants at public health centers at 10 sites in Aichi prefecture in 2001 and parents in a follow-up group. The first questionnaire was conducted in 2001. For longitudinal analysis, a second was conducted in 2002 and a third in 2004. The ages of the children were mainly from 18 to 72 months of age.The result was that, of characteristics of children, 'intensity of response' and 'inability to settle down' persisted. A relationship to difficulty in handling such problems, child-care anxieties, and frequency of maltreatment was seen.Children 48 and 72 months of age in the 2004 study were analyzed developmentally. According to the study, in comparison to a group in which problems were not noted the group of children in whom developmental problems were noted by specialized bodies and in health checkups had more frequent child-care difficulties and more frequently included symptoms of developmental disorders, and they had more frequent problem behavior in kindergarten group activities. Child-care anxieties of their parents were greater, and. counseling and individual follow-up by child-care centers and professionals.Examples of child-care practice for children tending toward hyperactivity and impulsivity in child-care centers, elementary schools, and the like were collected from observations and interviews with individuals responsible for child care and analyzed. Characteristics of such children, the significance of up-to-date 'changes,' the perspective of understanding children tending toward hyperactivity and impulsivity, and methods of support for childcare were indicated.