The Investigation Of The Relationship Between Toddler Social Emotional Characteristics And Behavior During Preschool Period

Background and objective:Emotion is a classic topic in psychological research,and the socialization of emotion is a necessary process of human psychological development.Unlike the biological study of emotions,it was not until the late 1980s that a qualitative leap was made in the analysis of emotions from the social level.The toddler period is an important stage of emotional socialization.Based on the gradual improvement of infantile sociality and emotional brain mechanism,sociality and emotions develop rapidly during the toddler period.The Infant-Toddler Social and Emotional Assessment(ITSEA),which was compiled by Carter AS and others in 2003,provides a measurement basis for the study of children's social and emotional development.After Zhang Jianduan's further revision in 2005 and 2008,the research on social and emotional problems of urban toddlers has gradually increased in China.The current situation and influencing factors of social and emotional problems of urban toddlers in different regions have been presented,and the importance of social and emotional development of toddlers has also been pointed out.The study aimed to understand the incidence and influencing factors of toddlers'social and emotional problems in Nanjing city,to understand the correlation between social and emotional characteristics in toddler period and behavioral problems in preschool period,and to provide a strong basis for early intervention of toddlers'social and emotional development in outpatient clinics.Research methods:From September 2013 to March 2014,1020 children from 6 streets in Gulou District and Xuanwu District of Nanjing City were selected to complete the Chinese versiom of the Infant-toddler Social Emotion Assessment(CITSEA),0-6 Years Child Home Nuture Environment Questionnaire(CHNEQ,1-3,City Edition)and The Socio-demographic Questionnaire for Children aged 12-36 months;198 children were followed up from toddeler period to preschool period for about 3 years,and from August 2016 to November 2016,Children Behavior Scale(CBCL/4-16)and 0-6 Years Child Home Nuture Environment Questionnaire(CHNEQ,3-6,City Edition)were completed.The database was established by EpiData 3.0 and entered in two copies.SPSS18.0 statistical software was used to analyze the input data.T-test,chi-square test,variance analysis,correlation analysis,general linear regression and multiple stepwise regression were used,and P<0.05 was statistically significant.The main results:(1)The average age of the children surveyed was 23.16±8.05 months,and the detection rate of social and emotional problems was 22.35%.The detection rates of the Externalizing problem domain,the Internalizing problem domain,the Imbalance domain and the Competence domain were 8.04%,4.12%,7.16%and 9.80%,respectively.(2)Influencing factors of toddlers'social and emotional development included toddlers'ages(?~2=16.623,P<0.01),home nurture environment(?~2=54.574,P<0.01),father's education level(?~2=19.110,P<0.01),mother's education level(?~2=12.049,P<0.01),family population(?~2=13.115,P<0.01),total monthly income(?~2=9.576,P<0.05),major life events in recent two years occurred or not(?~2=4.168,P<0.05),maternal sleep quality during pregnancy(?~2=6.037,P<0.05),diet during pregnancy(?~2=7.712,P<0.05),parental rearing style(?~2=39.647,P<0.01)and parents'attitude towards unreasonable demands of children(?~2=42.824,P<0.01).(3)Among the mothers who had received prenatal education during pregnancy,toddlers'social and emotional development were influenced by prenatal education modes of music(?~2=10.739,P<0.01)and language(?~2=10.822,P<0.01);among those who had received early education after childbirth,toddlers'social and emotional development were influenced by early education methods of parent-child games(?~2=12.823,P<0.01).(4)Different behavioral problem factors in preschool children were correlated with scores of the Externalizing problem domain or the imbalance behavior domain of there social and emotional scores during toddler period(P<0.05);with scores of activity/impulsiveness,aggression/resistance and peer aggression in the Externalizing problem domain;with scores of depression/withdrawal,anxiety,fear,anxiety/compulsion and separation anxiety in the Internalizing problem domain;with the scores of sleep,negative emotion,diet and sensory sensitivity in the Imbalance domain;or with the scores of compliance dimension in the Competence domain(P<0.05).No correlation was found between obesity factors in girls'behavior in preschool period and scores of social and emotional domains and dimensions in toddler period(P>0.05).(5)Except for the scores of physical complaints,obesity and sexual problem factors in girls,there was a linear regression relationship between other behavioral problem factors and scores of the Externalizing problem domain or the Imbalance domain.Except for the scores of boys'sexual problem factor and girls'obesity problem factor,Other behavioral factors have linear regression relationship with the scores of activity/impulsiveness or aggression/resistance dimension in the Externalizing problem domain,with the scores of depression/withdrawal,fear,anxiety/compulsion or separation anxiety dimension in the Internalizing problem domain,with the scores of dietary dimension,sensory sensitivity or negative emotional dimension in the Imbalance domain,and with the scores of compliance in ability domain.Conclusion:The detection rate of social and emotional problems among urban toddlers in Nanjing is at a high level in the known survey rates,which needs to be paid attention by the government and parents.The social and emotional development of urban toddlers is influenced by toddler's age,home nurture environment,educational level of father and mother,family population,family monthly income,major life events in recent two years,sleep quality and diet of mother during pregnancy,parental rearing style and parents'attitude towards unreasonable demands of children.Among those who have received prenatal education during pregnancy,music and language are the influencing factors of toddlers'social and emotional development;among those who have received early education after birth,parent-child games can reduce the incidence of toddlers'social and emotional problems.The scores of social and emotional domains and dimensions in toddler period can predict the behavioral problems related to the factors of preschool behavioral problems to a certain extent.This provides a reason and basis for clinic intervention on social and emotional problems in toddler period.