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欧洲范围内语言障碍与极早产儿行为及社会情感问题的关联。

Associations of language barriers with very preterm children's behavioural and socio-emotional problems across Europe.

作者信息

Jaekel Julia, Aubert Adrien M, Jaekel Nils, Costa Raquel, Johnson Samantha, Zeitlin Jennifer

机构信息

Faculty of Education and Psychology, University of Oulu, Oulu, Finland.

Public Health Unit, Finnish Institute for Health and Welfare (THL), Helsinki, Finland.

出版信息

Pediatr Res. 2024 Nov 24. doi: 10.1038/s41390-024-03623-4.

Abstract

BACKGROUND

Very preterm birth (<32 weeks gestation, VP), immigrant background, and language barriers are all independently associated with a high risk for mental health problems in childhood, but research has neglected the long-term development of immigrant children born VP. We assessed whether behavioural and socio-emotional problems of 5-year-old children born VP growing up across different language contexts in the European Union are associated with an immigrant background and linguistic distance of families' mother tongue (L1) to the host countries' official languages.

METHODS

Data are from a population-based cohort including all VP births in 2011/12 in 11 European countries; a total of 3,067 children were followed up at 2 and 5 years of age. Behavioural and socio-emotional difficulties were assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ).

RESULTS

Mixed-effects models showed that a larger linguistic distance of children's L1 to the host countries' official language was associated with higher SDQ total scores (0.02 [0.01, 0.03]), after adjusting for a wide range of social risks, biological, and perinatal clinical factors.

CONCLUSION

Language barriers in the form of linguistic distance between VP children's L1 and countries' official languages play a critically important role for the behavioural and socio-emotional development of immigrant children born VP.

IMPACT

Immigrant children born very preterm across Europe face systemic inequalities such as language barriers. Language barriers can be operationalised as a continuous linguistic distance score between children's mother tongues and countries' official languages. Linguistic distance plays an important role for the behavioural and socio-emotional development of immigrant children born VP. Research, policy, and practice need to better account for language barriers to increase equity in health and education.

摘要

背景

极早产(孕周<32周)、移民背景和语言障碍均独立与儿童心理健康问题的高风险相关,但研究忽略了极早产出生的移民儿童的长期发展。我们评估了在欧盟不同语言环境中成长的极早产出生的5岁儿童的行为和社会情感问题是否与移民背景以及家庭母语(L1)与东道国官方语言的语言距离有关。

方法

数据来自一项基于人群的队列研究,包括2011/12年11个欧洲国家的所有极早产出生;共有3067名儿童在2岁和5岁时接受随访。使用家长报告的优势与困难问卷(SDQ)评估行为和社会情感困难。

结果

混合效应模型显示,在调整了广泛的社会风险、生物学和围产期临床因素后,儿童L1与东道国官方语言的语言距离越大,SDQ总分越高(0.02 [0.01, 0.03])。

结论

极早产儿童的L1与国家官方语言之间的语言距离形式的语言障碍,对极早产出生的移民儿童的行为和社会情感发展起着至关重要的作用。

影响

欧洲各地极早产出生的移民儿童面临语言障碍等系统性不平等。语言障碍可以通过儿童母语与国家官方语言之间的连续语言距离得分来衡量。语言距离对极早产出生的移民儿童的行为和社会情感发展起着重要作用。研究、政策和实践需要更好地考虑语言障碍,以提高健康和教育方面的公平性。

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