衡量西班牙接受幼儿干预服务儿童的家庭活动和参与情况

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Catalina Patricia Morales-Murillo, Manuel Pacheco-Molero, Irene León-Estrada, Rosa Fernández-Valero, Mónica Gutiérrez Ortega, R. A. McWilliam
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引用次数: 0

摘要

本研究分析了 "3-5 岁儿童参与、独立和社会关系测量法"(MEISR 3-5-years-old)所收集的数据与理论模型的拟合情况,该模型基于 "MEISR 3-5-years-old "项目与《国际功能、残疾和健康分类-儿童和青少年》(ICF-CY)中 "活动和参与 "部分 7 个章节的代码的交叉匹配。参与者儿童(N = 599)来自西班牙 9 个自治区(即州)的 44 个儿童早期干预项目。儿童的年龄从 36 个月到 72 个月不等(中位数 = 49.22;标准差 = 9.77)。儿童的父母填写了一份社会人口调查问卷和一份 3-5 岁儿童 MEISR 量表。信度和确证因子分析(CFA)结果表明,基于 ICF-CY 框架的 MEISR 3-5 岁量表项目具有内部一致性和内容有效性,可用于评估儿童的参与情况。根据 ICF-CY 的活动和参与章节,发现儿童在参与家庭日常活动时遇到困难的平均百分比和有学习机会的平均百分比在统计学上有显著差异。在儿童的参与优势方面,各章之间没有发现差异。本文讨论了对实践的启示。这些启示强调了在儿童早期干预项目中使用 3-5 岁年龄组 MEISR 来评估儿童功能、计划干预措施和跟踪儿童进展,以促进儿童的学习和发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Measuring Home Activities and Participation of Children Receiving Early Childhood Intervention Services in Spain

Measuring Home Activities and Participation of Children Receiving Early Childhood Intervention Services in Spain

This study analyzed the fit of data collected with the Measure of Engagement, Independence, and Social Relationships for 3- to 5-year-olds (MEISR 3-to-5-years-old) to a proposed theoretical model based on the cross-walk of MEISR 3-to-5-years-old items and codes from 7 chapters of the Activities and Participation component of the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY). Participant children (N = 599) were recruited from 44 early childhood intervention programs across 9 autonomous communities (i.e., states) in Spain. Children’s ages ranged from 36 to 72 months (M = 49.22; SD = 9.77). Parents of children completed a sociodemographic questionnaire and a MEISR 3-to-5-years-old scale. Reliability and Confirmatory Factor Analysis (CFA) results supported the internal consistency of the MEISR 3-to-5-years-old items and its content validity for assessing child participation based on the ICF-CY framework. Statistically significant differences on the mean percentage of children who presented difficulties and learning opportunities when participating in home routines by the Activities and Participation ICF-CY chapters were found. No differences were found on children’s strengths for participation across chapters. Implications for practice are discussed. Such implications highlight the use of the MEISR 3-to-5-years-old in early childhood intervention programs to assess child functioning, plan interventions and follow-up child progress to promote learning and development of children.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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