家长和老师对1～6岁儿童语言能力评价结果的可信度分析

发布时间：2018-10-22 17:47

【摘要】：目的:分析家长和老师对1~6岁儿童语言能力评价结果的可信度,判断家长和老师对儿童语言评价的价值,旨在对早期发现语言发育落后儿童及时给予干预。方法:将家长和老师对215名儿童语言能力评价的结果分别同Gesell发育评估语言发育商DQ(儿童实际语言能力)作比较分析。结果:(1)家长对不同年龄组、不同性别儿童语言能力评价结果与儿童实际语言能力之间差异有统计学意义(P_(1~3岁组)=0.002,P_(4~6岁组)=0.033,P_(男童)=0.020,P_(女童)=0.047),尤其是家长对儿童语言能力评价结果好、差等级和对男童的评价上差异显著;(2)老师对不同年龄组、不同性别儿童语言能力评价结果与儿童实际语言能力之间差异无统计学意义(P_(1~3岁组)=0.803,P_(4~6岁组)=0.086,P_(男童)=0.565,P_(女童)=0.274);(3)家长和老师分别对不同年龄组、不同性别儿童语言能力评价结果的可信度均小于0.5,但老师的可信度均分别高于家长。结论:家长和老师对儿童语言能力都有过高评价的现象,但老师的可信度要高于家长,应重视老师报告的儿童语言问题,同时需要提高家长对儿童语言能力的认知水平,结合专业的评估工具,早期发现存在语言障碍的儿童并给予早期干预。
[Abstract]:Objective: to analyze the reliability of parents and teachers in evaluating the language ability of children aged 1 to 6 years old, and to judge the value of parents and teachers in evaluating children's language ability, in order to intervene in time for the early detection of children with language retardation. Methods: the results of language proficiency evaluation of 215 children by parents and teachers were compared with Gesell developmental evaluation language development quotient (DQ). Results: (1) there was significant difference between parents' assessment results of language ability and actual language ability of children in different age groups and different genders (P _ (1 + 3) = 0.002 + P _ (4) 6 years old group) = 0.033% P _ (boys) = 0.020% P _ (girls) = 0.047), especially the results of parents' evaluation of children's language ability were good. There were significant differences in different grades and evaluation of boys. (2) Teachers had significant differences in different age groups. There was no significant difference between the evaluation results of language ability of children of different genders and the actual language ability of children (P _ (1) 3 years old group = 0.803 years old group) = 0.086% P _ (boys) = 0. 565% P _ (girls) = 0.274); (_ 3. The results of language proficiency evaluation of children of different genders were less than 0.5, but the teachers' credibility was higher than that of parents. Conclusion: both parents and teachers have the phenomenon of overestimating children's language ability, but teachers' credibility is higher than that of parents'. Therefore, attention should be paid to the children's language problems reported by teachers, and parents' cognitive level of children's language ability should be improved at the same time. Combined with professional assessment tools, early detection and early intervention of children with language disorders.
【作者单位】：南京医科大学;南京医科大学附属南京市妇幼保健院;
【基金】：南京市医学重点科技发展项目(ZKX12024) 南京市卫生局科技发展项目(201303021) 江苏省妇幼保健科研项目(F201224)
【分类号】：R179

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