Status and Determinants of Early Childhood Language Development in Poverty Areas in Western China
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摘要: 语言能力的获得是儿童早期发展阶段非常重要的一个组成部分。儿童早期的语言和认知发展对未来的学业表现、教育水平、工作表现及生理与心理健康、非认知能力等具有重要的作用。本研究使用来自中国西部贫困地区的调查数据对中国农村儿童早期语言发展的现状及影响因素进行了分析。此外，为了找到更为有效的衡量儿童早期语言发展水平的工具，本研究以《贝利婴幼儿发展量表（第3版）》为标准，与《汉语言沟通量表（短表）》及《年龄与发育进程问卷（第3版）》沟通部分进行了对比。本研究发现：我国贫困地区6-36个月样本婴幼儿普遍存在早期语言发展滞后风险问题，57%的样本婴幼儿存在语言发展滞后风险；农村地区婴幼儿与城市地区婴幼儿在语言发展水平上有显著差距；除性别、早产、家庭经济状况及户口等风险因素与儿童早期语言发展相关外，照养人的养育知识水平和养育行为都与儿童早期语言发展有显著的正相关关系。我们还发现，《汉语言沟通量表（短表）》和《年龄与发育进程问卷（第3版）》沟通部分与贝利婴幼儿发展量表语言部分的相关性较高。Abstract: Language acquisition is a key component of early childhood development (ECD) during the first three years of a child's life, when most brain development occurs. Speech and language development are good indicators of overall cognitive development, academic performance, education level, work performance and physical, mental health, and non-cognitive ability in the future. The current study selected a sample of children in impoverished areas of Northwest China and used the Bayley Scale of Infant and Toddler Development Ⅲ to measure the level of early childhood language development. It also examined the relevance of other language scales to the Bayley Scale of Infant and Toddler Development Ⅲ in order to find a cost-effective scale to measure early childhood language development. The early language development delay risks were common among 6-36 months sample children, and 57% of the sample infants had language development delay. Moreover, there was a significant gap between the rural and urban area. Gender, premature birth, economic conditions and Hukou type were the risk factors which were related to early childhood language development. Besides, parenting knowledge and parenting behavior were significantly positively correlated with early childhood language development.We also found that both Putonghua Communicative Development Inventory-Short Form and Age & stage Questionnaires-3 (communication) had significantly positive correlations with Bayley-Ⅲ language domain.
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Key words:
- poverty areas /
- children /
- early language development /
- parenting knowledge /
- parenting behavior
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表 1 变量定义和测量
变量 定义和测量 贝利3语言分数 Bayley Ⅲ测试语言得分总分。根据Bayley Ⅲ指导手册将语言部分得到的粗分转化为总分。在衡量儿童早期认知发展水平时，常采用该分低于健康人群平均水平1个标准差作为发展滞后的标准。由于中国没有Bayley Ⅲ的常模，因此根据已有文献，将语言量表的均值和标准差确定为109和12.3(Lowe et al., 2012；Serenius et al., 2013)。 养育知识 根据婴幼儿发展知识问卷KIDI-P计算而来的分数。计算标准为累计正确得分除以照养人实际完成的题目数。取值为0-1的连续型变量。 养育行为汉语言沟通量表得分ASQ-3语言得分 根据六类刺激儿童早期发展的亲子互动活动，即过去三天有没有和宝宝一起读书或看绘本书、过去三天有没有给宝宝讲故事、过去三天有没有给宝宝唱儿歌、过去三天有没有带宝宝在户外玩游戏、过去三天有没有跟宝宝用玩具玩游戏。汉语言沟通量表得分为粗分，即量表中孩子会说的词语或句子个数。ASQ-3语言得分即答对题个数，为连续变量。 婴幼儿年龄 根据婴幼儿出生证明中的出生日期计算的婴幼儿月龄，连续型变量。 婴幼儿性别 婴幼儿性别。1=女孩，0=男孩。 早产 婴幼儿是否早产。1=是，0=否。 兄弟姐妹数量 婴幼儿有无兄弟姐妹。1=有兄弟姐妹，0=没有兄弟姐妹。 婴幼儿照养人 婴幼儿第一照养人是否为母亲。1=是，0=否。 母亲年龄母亲教育水平 婴幼儿母亲年龄(周岁)。1=25岁及以上，0=25岁以下婴幼儿母亲的受教育程度。1=初中及以上，0=初中以下。 父亲年龄父亲教育水平 婴幼儿父亲年龄(周岁)。1=25岁及以上，0=25岁以下婴幼儿父亲的受教育程度。1=初中及以上，0=初中以下。 户口类型 婴幼儿户口类型，根据父母双方户口类型确定为农业户口或非农户口。如果父母双方均为非农户口，则婴幼儿户口类型为非农户口；如果父母双方均为农业户口，则婴幼儿户口类型为农业户口；如果父母双方一方为农业户口，一方为非农户口，则确定为农业户口。 家庭财产指数 根据家庭中是否有某些固定资产，进行主成分分析法得出的指数。 
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表 2 样本描述性统计
变量 总样本 秦巴地区数据 N县数据 N县城市数据 N县农村数据 差异(2)-(3) 差异(4)-(5) (1) (2) (3) (4) (5) (6) (7) 均值标准差 均值标准差 均值标准差 均值标准差 均值标准差 p-value p-value 婴幼儿特征 年龄(月) 15.617 14.725 19.902 18.354 20.262 0.000 0.143 (0.165) (0.158) (0.510) (1.103) (0.572) 性别 0.492 0.487 0.516 0.562 0.505 0.403 0.474 (1=女孩) (0.013) (0.014) (0.031) (0.072) (0.035) 早产 0.037 0.035 0.047 0.104 0.034 0.359 0.039 (1=是) (0.005) (0.005) (0.013) (0.045) (0.013) 是否有兄弟姐妹 0.504 0.506 0.496 0.396 0.519 0.779 0.124 (1=有) (0.013) (0.014) (0.031) (0.071) (0.035) 照养人特征 母亲照养 0.700 0.700 0.701 0.521 0.743 0.980 0.002 (1=是) (0.012) (0.013) (0.029) (0.073) (0.031) 母亲年龄(周岁) 28.077 27.698 29.902 31.979 29.417 0.000 0.002 (1=25岁及以上) (0.128) (0.137) (0.325) (0.703) (0.358) 母亲教育水平 0.240 0.182 0.520 0.854 0.442 0.000 0.000 (1=高中及以上) (0.011) (0.011) (0.031) (0.051) (0.035) 父亲教育水平 0.269 0.225 0.484 0.917 0.383 0.000 0.000 (1=高中及以上) (0.012) (0.012) (0.031) (0.040) (0.034) 家庭特征 家庭财产指数 0.516 0.496 0.610 0.917 0.539 0.001 0.000 (0.013) (0.014) (0.031) (0.040) (0.035) 样本量 1474 1220 254 48 206 数据来源：作者调研
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表 3 样本儿童语言发展水平
变量 总样本 秦巴地区数据 N县数据 N县城市数据 N县农村数据 差异(2)-(3) 差异(4)-(5) (1) (2) (3) (4) (5) (6) (7) 均值标准差 均值标准差 均值标准差 均值标准差 均值标准差 p-value p-value 语言发展水平 贝利语言总分 93.693 91.684 103.343 114.542 100.733 0.000 0.000 (0.373) (0.369) (1.053) (2.948) (1.023) 语言发展滞后 0.570 0.617 0.343 0.208 0.374 0.000 0.030 (1=是) (0.013) (0.014) (0.030) (0.059) (0.034) 语言发展迟缓 0.265 0.294 0.122 0.062 0.136 0.000 0.163 (1=是) (0.011) (0.013) (0.021) (0.035) (0.024) 样本量 1474 1220 254 48 206
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表 4 样本儿童照养人养育知识及养育行为
变量 总样本 秦巴地区数据 N县数据 N县城市数据 N县农村数据 差异(2)-(3) 差异(4)-(5) (1) (2) (3) (4) (5) (6) (7) 均值标准差 均值标准差 均值标准差 均值标准差 均值标准差 p-value p-value 养育知识得分 0.539 0.542 0.522 0.530 0.520 0.005 0.552 (0.003) (0.003) (0.007) (0.016) (0.007) 过去三天给孩子读绘本 0.267 0.232 0.437 0.646 0.388 0.000 0.001 (1=是) (0.012) (0.012) (0.031) (0.070) (0.034) 过去三天给孩子讲故事 0.234 0.203 0.382 0.667 0.316 0.000 0.000 (1=是) (0.011) (0.012) (0.031) (0.069) (0.032) 过去三天给孩子唱儿歌 0.496 0.466 0.642 0.750 0.617 0.000 0.083 (1=是) (0.013) (0.014) (0.030) (0.063) (0.034) 过去三天和孩子在户外活动 0.748 0.727 0.850 0.938 0.830 0.000 0.061 (1=是) (0.011) (0.013) (0.022) (0.035) (0.026) 过去三天和孩子用玩具做游戏 0.707 0.693 0.772 0.875 0.748 0.013 0.059 (1=是) (0.012) (0.013) (0.026) (0.048) (0.030) 过去三天和孩子一起命名，数数或画画 0.428 0.422 0.457 0.500 0.447 0.311 0.506 (1=是) (0.013) (0.014) (0.031) (0.073) (0.035) 样本量 1474 1220 254 48 206
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表 5 儿童早期语言发展水平影响因素的相关性分析
贝利语言得分 (1) (2) (3) 月龄(月) 0.393*** 0.404*** 0.364*** (0.051) (0.050) (0.052) 儿童性别 3.624*** 3.698*** 3.556*** (1=女；0=男) (0.636) (0.632) (0.665) 是否有兄弟姐妹 -0.646 -0.236 0.056 (1=是；0=否) (1.527) (1.482) (1.539) 是否早产 -1.709** -1.833*** -1.607** (1=是；0=否) (0.669) (0.663) (0.673) 第一照养人 1.014 0.286 -0.254 (1=妈妈；0=奶奶或其他) (0.631) (0.663) (0.679) 母亲年龄(周岁) 0.063 0.097 0.077 (0.089) (0.087) (0.086) 母亲的教育水平 1.903** 1.408 1.082 (1=高中及以上；0=高中以下) (0.958) (0.964) (0.963) 父亲的教育水平 1.091 0.998 0.643 (1=高中及以上；0=高中以下) (0.852) (0.822) (0.824) 家庭财产综合得分 3.462*** 3.225*** 2.681*** (1=大于等于0；0=小于0) (0.640) (0.657) (0.686) 户口 11.417** 11.336*** 10.633** (1=非农业；0=农业) (4.501) (4.177) (4.369) 养育知识标准分 1.693*** 1.573*** (0.328) (0.335) 读绘本书 2.559*** (1=是；0=否) (0.836) 讲故事 1.439* (1=是；0=否) (0.748) 唱儿歌 1.206 (1=是；0=否) (0.775) 在户外玩游戏 -0.696 (1=是；0=否) (0.660) 用玩具做游戏 0.211 (1=是；0=否) (0.830) 给东西命名、数数或画画 0.159 (1=是；0=否) (0.756) 样本量 1, 474 1, 474 1, 474 R-squared 0.336 0.348 0.362
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表 6 贝利3语言量表，汉语言沟通量表，ASQ-3沟通量表的相关性分析
全样本 8-16个月 17-29个月 30-36个月 汉语言沟通量表-表达得分 贝利3语言得分 汉语言沟通量表-表达得分 贝利3语言得分 汉语言沟通量表-表达得分 贝利3语言得分 汉语言沟通量表-表达得分 贝利3语言得分 贝利3语言得分 0.423*** 0.287*** 0.420*** 0.4724*** ASQ-3沟通得分 0.511*** 0.393*** 0.304*** 0.306*** 0.629*** 0.424*** 0.557*** 0.377**
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