Development of communication of children aged between one and three years old and their relationship with the family and school environments

PURPOSE: to analyze the communication development of children aged between one and three years from two day care centers in the city of Belo Horizonte according to the variables: family and school environments. METHODS: 70 children from 1 to 3 years old were evaluated. Initially, the environment of the day care centers was assessed according to the Infant Toddler Environment Rating Scale - Revised (ITERS-R), after that the characterization of the family environment was performed using the Inventory of Resources of the Family Environment. Evaluations of hearing and language were performed in the day care centers through otoacoustic emissions and communication profile. The exploratory analysis of the variables was chosen in order to characterize the sample. Following, a multiple regression analysis was performed in order to seek for a mathematical relationship between the data, checking which independent variables most influence the dependent variable. RESULTS: it was observed that 54% of the sample was male, 46% failed in the hearing screening, and the highest average in the Communication Profile Protocol was in the Communication - Reception domain. In relation to the school environment, the highest scores were obtained in the institution A. There was an interrelationship between communication profile and inventory of resources of the family environment. CONCLUSION: the results of the study corroborate the literature that reports the direct influence of environmental stimuli on childhood development and also state that the contexts in which the individuals develop may contribute to their development, being the family and the school the main sources of support for the child. Thus, it is necessary to further study the child-school-family triad.研究目的：分析贝洛奥里藏特市两家日托中心1至3岁儿童的沟通发展状况，考察变量涵盖家庭与学校环境。 研究方法：本研究共评估70名1至3岁儿童。首先采用《婴幼儿环境评定量表-修订版（Infant Toddler Environment Rating Scale - Revised, ITERS-R）》对日托中心的环境进行评定，随后通过《家庭环境资源量表（Inventory of Resources of the Family Environment）》完成家庭环境的特征刻画。在日托中心内，借助耳声发射（otoacoustic emissions）测试与沟通概况量表（Communication Profile Protocol）完成听力与语言评估。研究首先采用探索性分析对样本进行特征描述，随后开展多元回归分析以探寻数据间的数学关联，明确对因变量影响最为显著的自变量。 研究结果：结果显示，样本中男性儿童占比54%，46%的儿童听力筛查未通过；沟通概况量表的最高均分出现在沟通-接收（Communication - Reception）维度。就学校环境而言，A机构得分最高。研究发现沟通概况与家庭环境资源量表间存在显著相互关联。 研究结论：本研究结果印证了相关文献结论，即环境刺激对儿童发展具有直接影响，且个体成长所处的环境可助力其发展，家庭与学校是儿童获得支持的两大核心来源。因此，有必要进一步围绕“儿童-家庭-学校”三元互动关系展开深入研究。