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首页> 外文期刊>Scandinavian journal of public health >Kindergarten attendance may reduce developmental impairments in children: results from the Bavarian Pre-School Morbidity Survey.
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Kindergarten attendance may reduce developmental impairments in children: results from the Bavarian Pre-School Morbidity Survey.

机译：幼儿园出勤可以减少儿童的发育障碍：巴伐利亚州学前发病率调查的结果。

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BACKGROUND: The relative risks and benefits of children attending kindergarten or pre-school remain uncertain and controversial. We used data from the Bavarian Pre-School Morbidity Survey (BPMS) to look at the prevalence of developmental impairments in pre-school children entering primary school and to assess if these were correlated with the duration of kindergarten attendance. METHODS: We collected data from all school beginners in the district of Dingolfing, Bavaria from 2004 to 2007 (n = 4,005) and utilised a retrospective cross-sectional study design to review the information. The children were assessed for motor, cognitive, language and psychosocial impairments using a standardized medical assessment. Point prevalence of impairments of speech, cognition, motor functioning and psychosocial functioning were compared by chi(2)-test for the variable of time spent in kindergarten. RESULTS: We detected a high incidence of impairments, with boys showing higher rates than girls in all the areas assessed. Longer length of time spent in kindergarten was associated with reduced rates of motor, cognitive and psychosocial impairments. There was no clear correlation between length of kindergarten attendance and speech disorders. CONCLUSIONS: Kindergarten attendance may have a positive effect on a number of domains of development including motor, cognitive and psychosocial development, but no significant effect on speech impairments. Implications for public health policies are discussed.
机译：背景：上幼儿园或学龄前儿童的相对风险和收益仍然不确定且存在争议。我们使用来自巴伐利亚学前发病率调查（BPMS）的数据来研究学龄前儿童入小学的发育障碍的患病率，并评估这些障碍是否与上学时间相关。方法：我们收集了2004年至2007年巴伐利亚州丁戈尔芬地区所有学校初学者的数据（n = 4,005），并采用回顾性横断面研究设计来回顾信息。使用标准化医学评估对儿童的运动，认知，语言和社会心理障碍进行评估。通过chi（2）检验比较语音，认知，运动功能和社会心理功能障碍的点患病率，以评估他们在幼儿园所花费的时间。结果：我们发现损伤的发生率很高，在所有评估的领域中，男孩的发病率均高于女孩。在幼儿园花费的时间越长，运动，认知和社会心理障碍的发生率就越低。幼儿园出勤时间和言语障碍之间没有明显的相关性。结论：幼儿园出勤可能对包括运动，认知和社会心理发展在内的许多发展领域产生积极影响，但对语言障碍没有明显影响。讨论了对公共卫生政策的影响。

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