摘要
目的调查学龄前儿童睡眠问题对心理行为发育的影响,并探究有效的睡眠干预措施。方法选择2018年6~11月深圳市龙岗区坪地预防保健所合作幼儿园的200名3~6岁学龄前儿童作为调查对象,采用儿童睡眠习惯问卷(CSHQ)、长处和困难问卷(SDQ)调查儿童睡眠问题。选择存在睡眠问题的36名学龄前儿童按照随机数表法分为实验组和对照组各18例,试验组实施儿童睡眠矫正干预,对照组不实施任何干预,持续6个月。采用比奈西蒙量表、韦氏儿童智力量表(WSIC-CR)、Luria成套神经心理测验以及伊利诺斯言语能力测验(ITPA)对两组儿童睡眠、智力、神经心理及言语能力状况进行评估分析。结果 (1)睡床方式:受试儿童合睡与分房睡发生率比较(84.50%vs 15.50%)差异有统计学意义(P<0.05),同床睡与同房分睡、分房睡的发生率比较(64.00%vs 20.50%;64.00%vs 15.50%)差异均具有统计学意义(P<0.05);Logistic回归分析结果显示,性别、年龄、独生子女、家庭经济情况、父母学历、养育方式和养育观念分歧是影响睡床方式的相关因素(P<0.05)。(2)睡眠模式:学龄前儿童平时全天、夜间、午睡午休睡眠时间与周末比较差异均有统计学意义(P<0.05);Logistic回归分析结果显示,睡眠不足受独生子女、父母学历、家庭经济、睡眠环境等因素影响(P<0.05)。(3)睡眠问题:每日、平时及周末全天睡眠不足发生率比较差异均无统计学意义(P>0.05);Logistic回归分析结果显示,性别、母亲学历、教养方式、养育观念分歧等因素对总体睡眠问题影响显著(P<0.05)。(4)睡眠干预效果:试验组儿童的CSHQ得分为(38.27±5.39)分,明显低于对照组的(48.29±6.43)分,SDQ困难得分总分为(9.27±4.11)分,明显低于对照组的(14.83±5.26)分,亲社会行为得分为(8.78±2.53)分,明显高于对照组的(5.25±2.42)分,差异均有统计学意义(P<0.05);试验组儿童的比奈西蒙量表得分和言语智商(VIQ)、操作智商(PIQ)和总智商(FIQ)明显高于对照组[(38.24±1.08)分vs (41.23±1.15)分;(83.25±27.67)分vs(95.12±27.93)分;(115.27±28.11)分vs (143.13±25.67)分;(102.25±24.18)分vs (128.12±24.31)分],差异均有统计学意义(P<0.05);试验组儿童的LNNB量表得分明显低于对照组[(241.28±12.39)分vs (251.25±13.34)分],ITPA得分为(123.27±14.16)分,明显高于对照组的(90.87±16.40)分,差异均有统计学意义(P<0.05)。结论学龄前儿童睡床方式、睡眠模式和睡眠问题受到家庭以及环境等多种因素影响;睡眠问题与情绪行为问题关系显著;睡眠矫正干预能够通过家长教育的方式,家庭、学校和社会三位一体的密切合作综合干预,有助于儿童培养良好睡眠习惯,提高睡眠质量。
Objective To investigate the effect of sleep problems on preschool children on psychological and behavioral development, and to explore the effective sleep interventions. Methods A total of 200 preschoolers aged 3-6 years were selected from the cooperative kindergarten of Pingdi Preventive Health Center, Longgang District, Shenzhen from June 2018 to November 2018. The children’s sleep habits questionnaire(CSHQ), strengths and difficulties questionnaire(SDQ) were used to investigate children’s sleep problem. Thirty-six preschool children with sleep problems were selected and divided into the experiment group and the control group according to random number table method, with 18 cases each group. The experiment group received children’s sleep correction intervention, and the control group did not perform any intervention for 6 months. The Benai Simon Scale, Webster’s Intelligence Scale for Children(WSIC-CR), Luria Complete Neuropsychological Test, and Illinois Speech Ability Test(ITPA) were used to evaluate and analyze the sleep, intelligence, neuropsychological, and speech ability of the two groups of children. Results(1) Bed mode: There was statistically significant difference between the incidence rate of sleeping in the same bed and sleeping in different rooms(84.50% vs 15.50%, P<0.05);there were statistically significant differences in the incidence rate of sleeping in the same bed compared with the incidence rate of sleeping in the same room with different beds and that of sleeping in different rooms(64.00% vs 20.50%, P<0.05);64.00% vs 15.50%, P<0.05);logistic regression analysis showed that gender, age, only child, family economic, parents’ educational background, parenting style and parenting concept differences were related factors affecting the bed style.(2) Sleep mode: Preschool children had significant differences in sleeping time of daytime, nighttime nap and siesta of weekdays compared with those of weekends(all P<0.05);logistic regression analysis showed that insufficient sleep was affected by factors such as only child, parents’ educational background, family economy and sleep environment(all P<0.05).(3) Sleep problem: There was no significant difference in the incidence of lack of sleep throughout weekdays compared with weekends(P>0.05);logistic regression analysis showed that factors such as gender, mother’s education background, parenting style, and differences in parenting concepts had significant effects on overall sleep problems(all P<0.05).(4) Effect of sleep intervention: The CSHQ score of children in the experiment group was(38.27±5.39) points, which was significantly lower than(48.29±6.43) points of the control group, and the total SDQ score was(9.27±4.11) points, which was significantly lower than(14.83±5.26) points of the control group, the pro-social behavior score was(8.78±2.53) points, which was significantly higher than(5.25±2.42) points of the control group(all P<0.05);the scores of Binai Simon scale, verbal intelligence quotient(VIQ), operational intelligence quotient(PIQ), and total intelligence quotient(FIQ) of the children in the experiment group were(38.24 ± 1.08) points,(83.25 ± 27.67) points,(115.27 ± 28.11) points,(102.25 ± 24.18) points, respectively, which were significantly higher than corresponding(41.23 ± 1.15) points,(95.12 ± 27.93) points,(143.13 ± 25.67) points,(128.12±24.31) points in the control group(all P<0.05);the LNNB scale score of the children in the experiment group was(241.28 ± 12.39) points, which was significantly lower than(251.25 ± 13.34) points in the control group, and the ITPA score was(123.27±14.16) points, which was significantly higher than(90.87±16.40) points in the control group(all P<0.05). Conclusion Preschool children’s sleeping patterns, sleep patterns and sleep problems are affected by many factors, including family and environment. Sleep problems were significantly associated with emotional and behavioral problems. Sleep correction intervention can help children develop good sleep habits and improve sleep quality through the close cooperation of family, school and society through the way of parents’ education.
作者
曾宏
陈小燕
徐晓清
ZENG Hong;CHEN Xiao-yan;XU Xiao-qing(Pingdi Preventive Health Center of Longgang District,Shenzhen 518117,Guangdong,CHINA;Department of Child Health Care,Shenzhen Hospital of Chinese Academy of Sciences,Shenzhen 510170,Guangdong,CHINA)
出处
《海南医学》
CAS
2020年第4期470-475,共6页
Hainan Medical Journal
基金
广东省深圳市龙岗区2018年度医疗卫生科技计划项目(编号：LGKCYLWS2018000009)
关键词
学龄前儿童
睡眠问题
睡眠模式
睡床方式
情绪行为问题
行为干预
Preschool children
Sleep problems
Sleep patterns
Bed mode
Emotional behavior problems
Behavioral intervention
