| Objects：To explore the effect of different intensity electromagnetic radiationenvironment on preschool children’s mental development and neurobehavioralfunction, to analyze the related impact factor of preschool children’s mentaldevelopment and neurobehavioral function, to provide reference for furtherimplementation of the intervention.Methods：A total of212children aged4-6from2nuresery in two differentintensity electromagnetic radiation regions were selected by stratified clustersampling method．Children’s basic situation questionnaire was filled by the parents ofinvestigated children according to the actual situation with the help of each headteacher. WPPSI and NCTB were tested by trained personnel according to thespecified standard methods in instruction manual in relatively comfortable and quietenvironment and record the score, according to the formula calculate the scale scoresof each project in scale. Use SPSS13.0software to establish the database for dataentry, doing χ2test, t test, correlation analysis and multiple linear regression analysisafter the checksum.Results：1．A general survey of childrenThe Chi-square test value of Low radiation area and high radiation areachildren’s gender, age, parents’ educational level, average household income, averageinternet time of one day, average watching TV time of one day and the case ofcomputer and TV installation in bedroom constitutes were χ2=0.153, P=0.695;χ2=1.264, P=0.531; χ2=6.694, P=0.082; χ2=3.125, P=0.372; χ2=3.962, P=0.148;χ2=4.408, P=0.175; χ2=1.222, P=0.546; χ2=3.036, P=0.086, according to α=0.05level, the two regional children’s gender, age, parent’s educational level, average householdincome, average internet time of one day, average watching TV time of one day andthe case of computer and TV installation in bedroom constitutes had no statisticaldifference.2．The effect of different intensity electromagnetic radiation environment onpreschool children’s mental development（1）different intensity electromagnetic radiation environments’4aged childrengroup had significant differences in animal house and geometric figure (P＜0.05).（2）different intensity electromagnetic radiation environments’5aged childrengroup had significant differences in common sense, vocabulary, similar,understanding, language points, language IQ, picture filling, full scale points and totalIQ (P＜0.05).（3）different intensity electromagnetic radiation environments’6aged childrengroup had significant difference in common sense(P＜0.05).（4）different intensity electromagnetic radiation environments’ girls hadsignificant difference in common sense(P＜0.05).（5）different intensity electromagnetic radiation environments’ preschoolchildren had significant differences in common sense, similar, language points,language IQ and geometric figure (P＜0.05)．3．The effect of different intensity electromagnetic radiation environment onpreschool children’s neurobehavioral function（1）different intensity electromagnetic radiation environments’4aged childrengroup had significant difference in visual memory (P＜0.05)．（2）different intensity electromagnetic radiation environments’5aged childrengroup had significant differences in visual reaction average time, digital decoding,correct number of twice target tracking(P＜0.05)．（3）different intensity electromagnetic radiation environments’ boys hadsignificant difference in digital span (P＜0.05)． （4）different intensity electromagnetic radiation environments’ girls hadsignificant differences in visual reaction average time and visual memory(P＜0.05)．（5）different intensity electromagnetic radiation environments’ preschoolchildren had significant differences in visual reaction average time、digital span andvisual memory(P＜0.05)．4． Analysis the related impact factors of preschool children’s mentaldevelopment and neurobehavioral function（1）analysis of the related impact factor of preschool children’s mentaldevelopment: different intensity radiation area has a negative correlation withlanguage IQ; parents’ educational level has a positive correlation with language IQ,operating IQ and total IQ; average monthly household income has a positivecorrelation with language IQ; the mode of delivery has a positive correlation withlanguage IQ and total IQ.（2）multiple stepwise regression analysis between preschool children’s mentaldevelopment and related effect factors①the main effect factors of preschool children’s language IQ are father’seducational level、the mode of delivery and different intensity radiation area.②the main effect factor of preschool children’s operating IQ is mother’seducational level.③the main effect factor of preschool children’s total IQ is father’seducational level.（3）analysis of the related impact factor of preschool children’s neurobehavioralfunction: different intensity radiation areas has a positive correlation with visualreaction average time, has a negative correlation with digital span score and visualmemory score; age, average monthly household income has a negative correlationwith visual reaction average time, visual selection average time and note distributionaverage time, has a positive correlation with digital decoding score,digital spanscore,visual memory score and correct number of twice target tracking; father’s educational level has a negative correlation with visual selection average time, has apositive correlation with digital decoding score, digital span score and visual memoryscore; mother’s educational level has a negative correlation with visual selectionaverage time and note distribution average time, has a positive correlation with digitaldecoding score, digital span score and visual memory score; the mode of delivery hasa negative correlation with visual selecting average time; one day internet time has anegative correlation with visual selection average time and note distribution averagetime, has a positive correlation with digital span score and visual memory score; oneday watching TV time has a positive correlation with visual selection average timeand note distribution average time, has a negative correlation with digital decodingscore；whether the same bedroom with parents has a negative correlation with visualselection average time, has a positive correlation with digital span score and digitaldecoding score.（4） multiple stepwise regression analysis between preschool children’sneurobehavioral function and related effect factors①the main effect factors of preschool children’s visual reaction average timeare age and different intensity radiation area.②the main effect factors of preschool children’s visual selection averagetime are age, the mode of delivery and one day watching TV time.③the main effect factors of preschool children’s note distribution averagetime are age and one day watching TV time.④the main effect factors of preschool children’s digital span score are age,father’s educational level and different intensity radiation area.⑤the main effect factors of preschool children’s digital decoding score areage, one day watching TV time and different intensity radiation area.⑥the main effect factors of preschool children’s visual memory score areage, different intensity radiation area and father’s educational level.⑦the main effect factor of preschool children’s correct number of twicetarget tracking is age. Conclusion：1. Electromagnetic radiation has an impact on preschool children’s mentaldevelopment, especially the language development.2．Electromagnetic radiation has an impact on preschool children’s nervoussystem, especially visual reaction, visual memory and hearing memory.3．The main effect factors of preschool children’s mental development areparents’ educational level, household income, the mode of delivery at birth anddifferent intensity radiation area.4．The main effect factors of preschool children’s neurobehavioral developmentare age, parents’ educational level, household income, the mode of delivery at birthand different intensity radiation area. |
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