Children's Institute, Rochester, NY, USA.
Eur J Pediatr. 2012 Mar;171(3):541-8. doi: 10.1007/s00431-011-1605-4. Epub 2011 Oct 21.
The impact of behavior problems on kindergarten readiness is not known. Our objective was to estimate the association between behavior problems and kindergarten readiness on a US national sample. In the US educational system, kindergarten is a natural point of entry into formal schooling at age 5 because fewer than half of the children enter kindergarten with prior formal preschool education. Parents of 1,200 children who were scheduled to enter kindergarten for the first time and were members of the Harris Interactive online national panel were surveyed. We defined behavior problems as an affirmative response to the question, "Has your child ever had behavior problems?" We validated this against attention deficit hyperactivity disorder diagnosis, scores on a reliable socioemotional scale, and child's receipt of early intervention services. We used linear, tobit, and logistic regression analyses to estimate the association between having behavior problems and scores in reliable scales of motor, play, speech and language, and school skills and an overall kindergarten readiness indicator. The sample included 176 children with behavior problems for a national prevalence of 14% (confidence interval, 11.5-17.5). Children with behavior problems were more likely to be male and live in households with lower income and parental education. We found that children with behavior problems entered kindergarten with lower speech and language, motor, play, and school skills, even after controlling for demographics and region. Delays were 0.6-1 SD below scores of comparable children without behavior problems. Parents of children with behavior problems were 5.2 times more likely to report their child was not ready for kindergarten. Childhood behavior problems are associated with substantial delays in motor, language, play, school, and socioemotional skills before entrance into kindergarten. Early screening and intervention is recommended.
行为问题对幼儿园准备情况的影响尚不清楚。我们的目的是估计美国全国样本中行为问题与幼儿园准备情况之间的关联。在美国的教育系统中，幼儿园是 5 岁儿童进入正式学校教育的自然起点，因为不到一半的儿童在进入幼儿园之前接受过正规的学前教育。我们对 1200 名即将首次进入幼儿园的儿童的家长进行了调查，这些儿童是哈里斯互动在线全国小组的成员。我们将行为问题定义为对以下问题的肯定回答：“您的孩子是否曾经有过行为问题？”我们通过对注意力缺陷多动障碍的诊断、可靠的社会情感量表的分数以及孩子接受早期干预服务的情况对其进行了验证。我们使用线性、Tobit 和逻辑回归分析来估计存在行为问题与可靠的运动、游戏、言语和语言以及学校技能量表以及整体幼儿园准备指标之间的关联。该样本包括 176 名有行为问题的儿童，全国患病率为 14%（置信区间，11.5-17.5）。有行为问题的儿童更有可能是男性，生活在收入和父母教育水平较低的家庭中。我们发现，有行为问题的儿童在进入幼儿园时，言语和语言、运动、游戏以及学校技能都较低，即使在控制了人口统计学和地区因素之后也是如此。与没有行为问题的可比儿童相比，这些儿童的延迟程度为 0.6-1 个标准差。有行为问题的儿童的父母更有可能报告他们的孩子没有准备好上幼儿园。儿童行为问题与进入幼儿园前在运动、语言、游戏、学校和社会情感技能方面的显著延迟有关。建议进行早期筛查和干预。
