Laurin Isabelle, Guay Danielle, Fournier Michel, Bigras Nathalie, Solis Anabel
Direction de santé publique de l'Agence de la santé et des services sociaux de Montréal.
Can J Public Health. 2016 Mar 14;106(7 Suppl 2):eS14-20. doi: 10.17269/cjph.106.4825.
Describe the preschool education of children in educational services. Study the effects of components of preschool educational service attendance on the development of kindergarten children, based on income.
A sample of 1,184 children was extracted from a survey frame that included Montreal children assessed in the 2012 (2012 QSCDK). Data collected from the parents of these children allowed us to document the following components of educational service attendance (independent variables): longitudinal profile of the service used; age at entry; duration; average weekly attendance; and cumulative time. Linking QSCDK data provided a measure of development of children in kindergarten (dependent variable). Various logistic regression models using different combinations of components of educational service attendance were tested. Akaike information criterion enabled us to select the model that best explains the data.
Children from low-income families are proportionately fewer to attend a preschool educational service than children from better-off families (79.6% vs. 90.5%; chi-square test (1 df), p<0.001). Children from low-income families who attended only an early childhood centre (Centres de la petite enfance) are less likely to be vulnerable in two or more domains of development compared to their peers who did not attend educational services (OR 0.23; 95% CI: 0.06–0.92). Children who started attending an educational service before the age of 12 months are less likely to be vulnerable in two or more domains of development (OR: 0.38; 95% CI: 0.18–0.81).
Attending an early childhood centre (Centre de la petite enfance) is beneficial to the development of children from low-income families.
Supplementary material is available for this article at 10.17269/CJPH.106.4825 and is accessible for authorized users.
描述在教育服务机构中儿童的学前教育情况。基于收入情况，研究学前教育服务参与各组成部分对幼儿园儿童发展的影响。
从一个调查框架中抽取了1184名儿童作为样本，该调查框架涵盖了2012年接受评估的蒙特利尔儿童（2012年魁北克学前儿童发展调查问卷）。从这些儿童的家长那里收集的数据使我们能够记录学前教育服务参与的以下组成部分（自变量）：所使用服务的纵向情况；入园年龄；时长；平均每周出勤天数；以及累计时间。将魁北克学前儿童发展调查问卷数据相联系，提供了一种衡量幼儿园儿童发展情况的指标（因变量）。测试了使用学前教育服务参与各组成部分不同组合的各种逻辑回归模型。赤池信息准则使我们能够选择最能解释数据的模型。
与富裕家庭的儿童相比，低收入家庭的儿童按比例较少参加学前教育服务（79.6%对90.5%；卡方检验（1自由度），p<0.001）。与未参加教育服务的同龄人相比，仅参加幼儿中心（幼儿中心）的低收入家庭儿童在两个或更多发展领域中处于弱势的可能性较小（比值比0.23；95%置信区间：0.06 - 0.92）。在12个月龄之前开始参加教育服务的儿童在两个或更多发展领域中处于弱势的可能性较小（比值比：0.38；95%置信区间：0.18 - 0.81）。
参加幼儿中心（幼儿中心）对低收入家庭儿童的发展有益。
本文的补充材料可在10.17269/CJPH.106.4825获取，授权用户可访问。
