A Study On The Relationship Between Family Motivation And Pre - School Children 's Behavior

Objective: To investigate the relationship between family dynamics and thesystem of pre-school children with behavioral problems to family dynamics from theperspective of the system to provide effective advice and recommendations topromote the healthy growth of pre-school children. Methods: Kunming, six publickindergartens270parents of children aged3-5years before payment systems forhome power self-assessment questionnaires and Conners Parent SymptomQuestionnaire (parent symptom questionaire, PSQ) questionnaire. Data entry andanalysis conducted by spss18.0software. The detection rate as the mean andstatistical indicators, using t test, F test, correlation and regression analysis. Theresults were as follows:(1) Preschoolers average score of each dimension of family dynamics in thesystem: the family atmosphere of14.22, system logic to33.91,12.54personalityinto the disease concept of11.09. Parental education and family dynamics in a familyatmosphere system dimensions were significantly associated (P <0.05).(2) the detection rate of behavioral problems in pre-school children14.1%. Thedetection rate of anxiety and conduct problems were significantly higher than otherpre-school children with behavior problems (P <0.05). Boy impulse-hyperactivityproblems detection rate is very significantly higher than girls (P <0.01). The boy wasin the hyperactivity index scores and five boys in the age group of psychosomaticproblems scores were significantly higher than girls (P <0.05), while in the age groupof5girls in the anxiety factor scores were significantly higher than boys (P <0.05).(3) System family dynamics in a family atmosphere dimensions and pre-schoolchildren’s behavior problems in the conduct problems, psychosomatic problems,impulsivity-hyperactivity and hyperactivity index factors significantly associated (P<0.05); system logic dimensions and psychosomatic problems and impulse-hyperactivity was a significant negative correlation (P <0.05); personalizeddimension and conduct problems were significantly related to P <0.05). System offamily dynamics in a family atmosphere and personalized dimension of pre-school child behavior problems in the conduct problems have significant predictive (P<0.05), and the family atmosphere dimension of psychosomatic problems also havesignificant predictive (P <0.05).Conclusion:System has a close relationship with the family dynamics appearpre-school children with behavioral problems. Dynamic characteristics of the systempresented family bonding family atmosphere dull, hostility, logical thinkingcharacteristic value judgments among family members behave as " either-or " familymember emotional and behavioral differentiation of low self-boundaries are notclear, and the chaotic state of family children appear more likely to developbehavioral problems. Tip: To reduce the incidence of pre-school children withbehavioral problems, kindergartens in the process with the parents to educate theirchildren, because of the early childhood family system family dynamic is healthydisturbance; preschool parents must also create a good system of family dynamicsfor young children.