| 其他摘要 | Developmental psychology describes and explains the continuous and systematic changes of individuals across time, and tries to optimize development (Shaffer, Kipp, 2010). There are nearly 40 million impoverished children at the age of 0-15 in the rural areas of China. Compared with the nationwide children, the current situation of development shows the more prominent gap between urban and rural areas, the gap between rich and poor. To describe and explain the early development of rural children in poor areas in China is helpful to explore intervention methods to improve the quality of early childhood development and promote the extensive practice of related policies.
This study mainly includes two parts. First, research on child’s development in poverty-stricken area ， conducting a large-scale sampling survey on child’s development so as to reflect the development status of rural children in poverty-stricken areas and the influnce of related factors. Second, research focus on the effect of early child developmental intervention, both the short-term and long-term effect of intervention is investigated and verified. The logic of two parts is of "the problem" and "the feasible solution". Responding by evaluation of the intervention effect, large-scale education intervention for early childhood development could solve the problems that children's development lagging behind in poverty-stricken areas.
In study 1, 699 national-level poverty-stricken counties in contiguous areas with special difficulties were selected as sample boxes, and stratified random sampling was adopted from counties, townships (towns) and villages, and cluster sampling was adopted for children aged from 6 months to 6 years in sample villages. Samples covering 15 provinces in the Midwest of 28 counties and 83 towns, 127 villages, 11636 children from 6 months to 6 years old, the child development scale for children's comprehensive development level and five development areas, including gross movements, fine motor, adapt to ability, language ability, social behavior research, its development results compared with norm, And try to explain the related factors and influencing mechanism of children's development.
The second study included two sub-studies. The first study is evaluating the short-term effect of early development intervention for children living in poverty-stricken areas. The second substudy is evaluating the long-term effect of the intervention.
This study mainly has the following results and conclusions:
1. The early child development in poor areas is significantly lagging behind the norm. The analysis of specific development fields shows that in addition to gross movements, fine movements, adaptive ability, language ability, social behavior and other fields are significantly behind. In the absence of external intervention, with the increase of months of age, children's development gap gradually widened, to 3-4 years of age the development gap is the largest, after 3-4 years of rural children gradually receive preschool education, the development gap will be narrowed. The developmental retardation rate of rural children in poor areas is significantly higher than the norm, and at 3-4 years old, the developmental retardation rate of rural children in poor areas is more than 4 times of the norm.
2. Rural children in poor areas live in poverty, left-behind, single parent, family rearing environment risk and other adverse factors. There are differences in the developmental status of poor, left-behind and single-parent children. Single-parent children have the lowest development level, while poor children have the best development level among the three groups. Through the investigation and verification of the influence mechanism and effect size of the three factors of poverty, left-behind and single parent, it is found that poverty and left-behind are related to the early development of children, but they have no direct influence, but indirectly affect the level of children's development by directly affecting the quality of the family upbringing environment. Single parent affects children's early development not only indirectly but also directly through influencing the quality of family rearing environment. The parenting ability and behavior of the parent and the quality of the family rearing environment are the most direct factors affecting the early development of children, and a good family rearing environment is a protective factor for children's development.
3. The short-term effect evaluation study found that early childhood development intervention in poor rural areas significantly improved the level of early childhood development. The 6-36 months family parenting guidance has a significant effect on the level of children's early development and the quality of the family parenting environment. The 3-6 year old village kindergarten intervention only had an effect on the early development of children, but had no significant effect on the quality of the family rearing environment. Heterogeneity analysis shows that early intervention has different effects on the development of poor, left-behind and single-parent children. Intervention helps poor and left-behind children more, but has limited effects on single-parent children. Family parenting ability has a moderating effect on the short-term intervention effect.
4. The evaluation of long-term effects found that early development intervention has a collective "catch-up effect" on rural children in poor areas. Family parenting guidance intervention can have a long-term effect on fluid intelligence development of children, and the effect is still significant 5 years after intervention. Heterogeneity analysis showed that family parenting guidance had no significant long-term effect on fluid intelligence level of children from single parent families, especially those in which "mother ran away", and family parenting ability was an important moderating variable. Village kindergarten intervention has a significant long-term effect on children's fluid intelligence level and psychological resilience level, and improves the quality of long-term development of the population. Village kindergarten teachers' efficacy has a significant predictive effect on the development of children's fluid intelligence level, and has a mediating effect on the development of students' psychological resilience.
5. The effect of early intervention is related to the improvement of the parenting ability and behavior and the family parenting environment, and the improvement of the parenting ability and behavior of the parenting is conducive to the long-term effect. Early intervention can produce long-term effects of possible path is that parenting guide the short-term effect is to improve the level of children's development and family nurture environment quality, comprehensive development level of children's early intelligence development for a long time have predictive (chun-hua jin, 2016), in the process of long-term development, family nurture environment provides the resources and support system for children, Children develop competence through competence (Heckman, 2011); Village kindergarten short-term effect is to improve the level of children's development, the village kindergarten provides a remedy for children, the protective development environment, and the kindergarten, linking to the compulsory education to keep the continuity of the education intervention, equivalent to provide children with the sustainable development of the resources and support system, to a certain extent to ensure the short-term effect into long-term effects. Conversely, even if the intervention produces a short-term effect, the subsequent lack of nurturing and development system support will cause the short-term effect to fade.
6. "Key adults" are significantly predictive of both short-term and long-term outcomes in child development. When caregivers lack nurturing capacity and skills, children and families need to be helped to build resources and development systems through external key adults. Family parenting guidance for 6-36 months and village kindergarten intervention for 3-6 years old both focus on "education". The former focuses on children and families, while the latter focuses on children. Through education intervention, key external adults improve family parenting ability and children's development ability, so as to establish a sustainable development dynamic system. The efficacy of key adults can significantly predict the level of long-term development of children.
This research is innovative in theory and practice. In terms of theoretical innovation, this study combines Vygotsky's developmental psychology theory with Shi Jiannong's child development dynamic system model, providing a theoretical analysis framework for the study. The concept of "key adults" put forward by vygotsky, child development dynamic system on hair "key" adults in child development, resource development motivation, ability and establish the key role in supporting system, the theory of the early development of intervention in the short-term effect and long-term effect mechanism has a strong explanatory power. In terms of practical innovation, this study has shown to some extent that early childhood development intervention with children and family rearing ability as the intervention object can significantly improve the development level of rural children in poor areas, and has responded to the problem of how to achieve effective scale of developmental psychology intervention concerned by academic circles at home and abroad and social circles. To some extent, this study reflects how to avoid the fading effect of early intervention in child development. Early childhood development can not only improve children's cognitive, language, social adaptation and other abilities in the short term, but also have a long-term prediction of children's intellectual and social development. |
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