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【目的】探讨早期教育对大庆市区0~18月婴幼儿智能发育的影响,为临床干预提供依据。【方法】采用北京儿研所0~6岁小儿神经心理发育量表对早教组小儿定期进行智能训练。对照组仅给予常规性的4∶2∶1健康体检及保健指导,分别选取两组6月、12月、18月智能测试结果进行比较。【结果】早教组与对照组发育商(developmen-tal quotient,DQ)DQ均值比较:早教组6月、12月、18月DQ分别比对照组高出3.09、7.83和9.50分,差异有统计学意义(P<0.05或<0.01)。两组DQ分级比较:早教组12月、18月良好、临界状态水平的比例和人数分别高于、低于对照组,差异有统计学(P<0.05或<0.01)。早教组无一人智力低下,而对照组6月、12月、18月分别有2人、2人、3人智力低下。【结论】早期教育对婴幼儿智能发育有积极的促进作用。
【Objective】 To investigate the effect of early education on the intelligence development of infants and young children from 0 to 18 in Daqing urban area and provide the basis for clinical intervention. 【Methods】 The pediatric neuropsychological development scale of children aged 0 ~ 6 in Beijing Institute of Research was used to conduct regular intelligent training on children in early education group. The control group was given routine routine 4: 2: 1 physical examination and health care guidance. Two groups of intelligence test results were selected for comparison in June, December and December respectively. 【Results】 Compared with the DQ mean of developmen-tal quotient (DQ) in early education group and control group, the DQ in early education group was 3.09, 7.83 and 9.50 higher than that in control group in June, December and 18 respectively, the difference was statistically significant Significance (P <0.05 or <0.01). The scores of DQ between the two groups were good: the scores of good grades in December and 18 in early education group were higher than those in control group, the difference was statistically significant (P <0.05 or <0.01). No one in early education group had mental retardation, while in control group, there were 2, 2 and 3 mental retardation in June, December and 18 respectively. 【Conclusion】 Early education has a positive effect on infant’s intellectual development.