McCall Robert B, Fish Larry A, Groark Christina J, Muhamedrahimov Rifkat J, Palmov Oleg, Nikiforova Natalia V
University of Pittsburgh Office of Child Development.
St. Petersburg State University.
Infant Ment Health J. 2012 Jul;33(4):421-429. doi: 10.1002/imhj.21329. Epub 2012 May 17.
Children in two institutions in St. Petersburg (Russian Federation) experienced ward transitions, one in which caregivers were trained to provide sensitive, responsive caregiving and one that conducted business as usual. A third institution eliminated transitions, received the same training, and implemented a variety of structural and employment changes designed to promote improved caregiver-child interactions and relationships. While the no-transition comprehensive intervention group of children steadily improved in Battelle Developmental Inventory (LINC Associates, 1988) scores across all age intervals, the children in the institution who encouraged some positive caregiver-child interactions improved before and after, but not during, an age period that involved a transition. In contrast, the no-treatment group displayed no developmental changes across any age period with or without a transition. These results suggest that the common institutional practice of ward transitions to new peers and caregivers is potentially disruptive to infants' and toddlers' general development, but primarily in a context in which some degree of caregiver-child sensitive and responsive interactions are encouraged.
俄罗斯联邦圣彼得堡两所机构中的儿童经历了病房转移，其中一所机构的护理人员接受了提供敏感、响应式护理的培训，另一所则照常运营。第三所机构取消了转移，接受了相同的培训，并实施了各种结构和就业方面的变革，旨在促进护理人员与儿童之间更好的互动和关系。虽然无转移综合干预组的儿童在所有年龄段的巴特尔发育量表（LINC Associates，1988年）得分都稳步提高，但鼓励护理人员与儿童进行一些积极互动的机构中的儿童，在涉及转移的年龄段之前和之后有所改善，但在转移期间没有改善。相比之下，未接受治疗的组在有或没有转移的任何年龄段都没有显示出发育变化。这些结果表明，病房向新同伴和护理人员转移的常见机构做法可能会干扰婴幼儿的总体发育，但主要是在鼓励一定程度的护理人员与儿童之间敏感和响应式互动的背景下。
