Objective To understand the demographic distribution of preschool children's social anxiety dis-order ,and investigate its relation with family nurture environment and social life abilities ,and provide the ways to protect the physical and mental health of preschool children .Methods Nine hundred and sixty-nine preschoolers aged 3-6 were selected and their parents were asked to complete the "Spence Preschool Children's Anxiety Scale","Infant-Junior middle school students'social life abilities Scale","Family Nurture Environment Scale".The data were analyzed by means of t-test ,χ2-test .Results The relevance ratio on the social anxiety disorder is 5 .68％ , and the relevance ratio in males (3.10％ ) is higher than that in females (2.58％ ) .There was no significant differ-ence for gender(χ2 =0.150 ,P=0.699) and grade (χ2 =0.043 ,P=0.979) .The item of social life ability showing significant difference among the independent living (t=3.479 ,P<0.01) ,operation(t=3.689 ,P<0.01) ,atten-ding collective activities (t=2.831 ,P<0.01) ,self-management (t=3.041 ,P<0.01) .In the family nurture environ-ment scale ,language/cognitive (t=2.479 ,P<0.01) ,emotional warmth/self expression (t=2.721 ,P<0.01) ,and so-cialadaptation/self management (t= 3.454 ,P< 0.01) ,ignore/interference/punishment (t= -4.000 ,P< 0.01) , participating in activity diversity/game (t=3.360 ,P<0.01) ,the environment/atmosphere (t=2.728 ,P<0.01) in the two groups were of significant difference .Conclusion So raising consultation on preschool children's par-ents can be helpful to prevention and early intervention in children 's social anxiety , thus children will be healthier .%目的 了解社交焦虑在学龄前儿童的分布情况,探讨学龄前儿童社交焦虑与家庭养育环境和社会生活能力的关系,提供保护学龄前儿童身心健康的建议和措施.方法 采用分层整群抽样法,以太原市城区具有代表性的3所幼儿园中所有3～6岁儿童为研究对象,共969例.采用"Spence学前儿童焦虑量表"、"婴儿-初中学生社会生活能力量表"和"家庭养育环境量表"进行研究.数据处理采用t检验和χ2检验.结果 969例样本中社交焦虑阳性检出55例(5.68％).其中男孩30例(3.10％),女孩25例(2.58％);小班18例(1.86％),中班23例(2.38％),大班14例(1.44％).性别(χ2=0.150,P=0.699)和班级(χ2=0.043,P=0.979),差异无统计学意义.社会生活能力测试结果,焦虑组与非焦虑组在独立生活(t=3.479,P<0.01)、作业操作(t=3.689,P<0.01)、参加集体活动(t=2.831,P<0.01)、自我管理(t=3.041,P<0.01)这4个领域得分差异有统计学意义;家庭养育环境量表结果,2组在语言/认知(t=2.479,P<0.05)、情感温暖/自我表达(t=2.721,P<0.01)、社会适应/自我管理(t=3.454,P<0.01)、忽视/干涉/惩罚(t=-4.000,P<0.01)、活动多样性/游戏参与(t=3.360,P<0.01)、环境气氛(t=2.728,P<0.01)6个因子得分差异有统计学意义.结论 对学龄前儿童父母进行心理养育咨询可以预防和早期干预儿童社交焦虑,使儿童健康成长.
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