大流行病期间剥夺学校物理空间对儿童发展的影响:学龄前儿童家庭的看法

Gabriela Gomes Prado de Almeida Vita, T. M. Jorge
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引用次数: 0

摘要

目的:在2019冠状病毒病大流行期间,研究2020年幼儿园、学前班或幼儿园入学儿童的家庭和学校背景,并从家庭对认知语言、社会情感和运动方面的感知来验证剥夺学校物理空间对他们发展的影响。方法:样本包括139个生活在巴西圣保罗州的1岁至5岁零11个月的儿童家庭,他们回答了一份关于家庭和学校环境特征及其对认知语言、社会情感和运动方面的影响的在线问卷。本研究采用卡方、Kruskal-Wallis和Mann-Whitney统计检验,显著性设置为p值≤5%。结果:年龄较大的儿童与转学(p = 0.0192)和更大的社会情感障碍(p = 0.0011)有关。较小的儿童在认知语言方面感受到较少的积极影响(p = 0.0137)。学校环境的缺失和大流行的总体影响对他们产生了负面影响(p = 0.0404;P = 0.0134)。结论:父母/监护人平均年龄36岁,本科以上学历,在家工作。在公立或私立学校注册的孩子都有在线活动。所有儿童都暴露在屏幕前,大多数儿童每天接触屏幕的时间为4小时或更长。社会情感方面受损最严重,其次是认知语言方面。负面影响超过了正面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impact of deprivation of school physical space on child development during the pandemic: the perception of preschoolers’ families
ABSTRACT Purposes: to characterize the family and school contexts of children enrolled in nursery schools, preschools, or kindergartens in 2020, during the COVID-19 pandemic, and verify the effects of deprivation of school physical space on their development, in the perception of families regarding cognitive-linguistic, socioemotional, and motor aspects. Methods: the sample comprised 139 families of children aged 1 year to 5 years and 11 months, living in the state of São Paulo, Brazil, who answered an online questionnaire on the characterization of the family and school contexts and the impacts on cognitive-linguistic, socioemotional, and motor aspects. The study used the chi-square, Kruskal-Wallis, and Mann-Whitney statistical tests, with the significance set at p-values ≤ 5%. Results: older children were associated with being transferred to other schools (p = 0.0192) and greater socioemotional impairment (p = 0.0011). Smaller children felt fewer positive effects on the cognitive-linguistic aspect (p = 0.0137). The absence from the school environment and the overall effects of the pandemic negatively influenced them (p = 0.0404; p = 0.0134). Conclusion: the mean age of the parents/guardians was 36 years, with a Bachelor’s degree, and working from home. The children enrolled in public or private schools had online activities. All children were exposed to screens, most of them for 4 or more hours per day. The socioemotional aspect was the most impaired one, followed by the cognitive-linguistic aspect. The negative effects outweighed the positive ones.
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