Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD 4072, Australia.
Centro de Investigación en Ciencias Cognitivas, Facultad de Psicología, Universidad de Talca, Avenida Lircay s/n, Talca 3460000, Chile.
Int J Environ Res Public Health. 2021 Apr 9;18(8):3958. doi: 10.3390/ijerph18083958.
The five-to-fifteen (FTF) questionnaire is a screening tool completed by parents that is able to distinguish developmental disorders in children aged 5 to 15 years old. The current study aimed to characterize the developmental difficulties by gender and school age (kindergarten and first grade) of children in their transition to primary school, using the Spanish-language version of the FTF questionnaire. The participants were 541 parents of typically developed children from kindergarten and first grade in public schools in Chile. Developmental difficulties were revealed, showing that boys displayed significantly more difficulties in their social skills when compared to girls, and that kindergartners displayed significantly more developmental difficulties than first graders. The children's developmental difficulties in executive functions, social skills, and emotional/behavioral problems exhibited interactions between gender and school age. The findings were discussed in terms of current conceptualizations of both executive functions and self-regulatory processes. These processes and functions are configured early in development, are gradually consolidated over the course of school age, and can be strengthened or weakened by conditions experienced in childhood. Early screening of developmental difficulties from the parents' perspective would facilitate early detection of problems, as early as in kindergarten, and considering the normal adaptable development of children.
五至十五项问卷（FTF）是一种由家长填写的筛查工具，能够区分 5 至 15 岁儿童的发育障碍。本研究旨在使用 FTF 问卷的西班牙语版本，根据性别和入学年龄（幼儿园和一年级）来描述儿童从幼儿园过渡到小学时的发育困难。参与者是来自智利公立学校幼儿园和一年级的 541 名发育正常儿童的家长。研究揭示了发育困难，表明与女孩相比，男孩在社交技能方面表现出更明显的困难，而幼儿园儿童比一年级儿童表现出更多的发育困难。儿童在执行功能、社交技能和情绪/行为问题方面的发育困难表现出性别和入学年龄之间的相互作用。研究结果从执行功能和自我调节过程的当前概念化角度进行了讨论。这些过程和功能在发育早期形成，在学龄期逐渐巩固，并可因儿童时期经历的条件而增强或减弱。从父母的角度进行发育困难的早期筛查，将有助于尽早（在幼儿园）发现问题，并考虑到儿童的正常适应性发育。
