环境在解释学龄前儿童参与家庭和社区活动的频率方面所起的作用。
The role of environment in explaining frequency of participation of pre-school children in home and community activities.
作者信息
Guichard Sofia, Grande Catarina
机构信息
Faculty of Psychology and Educational Sciences, University of Porto, Porto, Portugal.
出版信息
Int J Dev Disabil. 2017 Oct 31;65(2):108-115. doi: 10.1080/20473869.2017.1378160.
The main goal of the present study was to promote an understanding of the role of environment in explaining frequency of participation of pre-school children in home and community activities. Parents of 116 children from completed an adapted version of the Young Children's Participation and Environment Measure (YC-PEM). Pre-school teachers assessed child functioning. Maternal education was significantly related to the child's frequency of participation in home and community activities. Child functioning had an indirect effect on frequency of participation in home activities through perceived environmental barriers by parents. In the community setting, child functioning was a predictor of the parents' perception of environmental barriers and there was no evidence of a mediating effect of perceived environmental barriers. These findings highlight the importance of modifying specific environmental factors to promote child participation and functioning.
本研究的主要目标是增进对环境在解释学龄前儿童参与家庭和社区活动频率方面所起作用的理解。来自116名儿童的家长完成了一份改编版的《幼儿参与和环境量表》（YC-PEM）。学前教师对儿童的功能进行了评估。母亲的教育程度与孩子参与家庭和社区活动的频率显著相关。儿童功能通过家长感知到的环境障碍对参与家庭活动的频率产生间接影响。在社区环境中，儿童功能是家长对环境障碍感知的一个预测因素，并且没有证据表明存在感知环境障碍的中介作用。这些发现凸显了改变特定环境因素以促进儿童参与和功能的重要性。
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