U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, 5600 Fishers Lane, Rm 18-41, Rockville, MD 20857, USA.
Matern Child Health J. 2012 Apr;16 Suppl 1:S88-101. doi: 10.1007/s10995-012-0998-7.
To examine national patterns of peer and parent interactive play opportunities that enhance early learning/socialization. Bivariate and multivariable analyses of cross-sectional data on 22,797 children aged 1-5 years from the National Survey of Children's Health 2007 were performed to determine the child, family, and neighborhood factors associated with four parent-initiated activities. Outcomes measures included time (days/week) children spent: participating in peer play; being read to; sung to/told stories; and taken on family outings. Covariates included race/ethnicity, poverty, TV watching, childcare, child and maternal physical and mental health, family factors (structure, size, language, stress, education), and neighborhood factors (amenities, support, physical condition, safety). According to adjusted regression models, minority children from lower income, non-English-speaking households with limited education, poorer maternal health and greater parenting stress were read to/told stories less than children without these characteristics, while neighborhood factors exerted less influence. In contrast, significant reductions in days/week of peer play were associated with unsupportive neighborhoods and those with the poorest physical conditions and limited amenities. Likewise, reductions in outings were associated with fewer neighborhood amenities. The findings of this study indicate that a variety of child, family, and neighborhood factors are associated with parent-initiated behaviors such as reading, storytelling, peer interactive play, and family outings. Appropriate evidence-based home visiting interventions targeting child health, parenting skills, early childhood education, and social services in at-risk communities would appear to be appropriate vehicles for addressing such parent-initiated play activities that have the potential to enhance development.
为了研究能够促进早期学习/社会化的同伴和家长互动游戏机会的国家模式。对 2007 年全国儿童健康调查中 22797 名 1-5 岁儿童的横断面数据进行了双变量和多变量分析，以确定与四种父母发起的活动相关的儿童、家庭和社区因素。结果测量包括儿童花费的时间（每周/天）：参与同伴游戏；被阅读；唱歌/讲故事；和家人一起外出。协变量包括种族/民族、贫困、看电视、儿童保育、儿童和母亲的身体和心理健康、家庭因素（结构、大小、语言、压力、教育）以及社区因素（设施、支持、物理条件、安全）。根据调整后的回归模型，来自低收入、非英语家庭、受教育程度较低、母亲健康状况较差和育儿压力较大的少数民族儿童比没有这些特征的儿童更少被阅读/讲故事，而社区因素的影响较小。相比之下，与不支持的社区以及物理条件最差和设施有限的社区相比，同伴游戏的天数/周数显著减少。同样，外出次数的减少与社区设施较少有关。这项研究的结果表明，各种儿童、家庭和社区因素与父母发起的行为有关，如阅读、讲故事、同伴互动游戏和家庭外出。针对高危社区儿童健康、育儿技能、幼儿教育和社会服务的基于证据的适当家访干预措施似乎是解决这些潜在增强发展的父母发起的游戏活动的合适手段。
