0~3岁发育障碍婴幼儿早期家庭教育与康复：基于ICF的目标设置与服务体系研究

doi:10.3969/j.issn.1006-9771.2025.06.003

《中国康复理论与实践》 ›› 2025, Vol. 31 ›› Issue (6): 635-641.doi: 10.3969/j.issn.1006-9771.2025.06.003

0~3岁发育障碍婴幼儿早期家庭教育与康复：基于ICF的目标设置与服务体系研究

朱晨晨¹, 廖思斯¹(), 潘建明²^,³, 夏币华⁴, 洪宁杰⁵

1.宁波卫生职业技术学院，浙江宁波市 315100
2.金职伟业集团有限公司，湖南长沙市 410004
3.全国婴幼儿照护服务行业产教融合共同体，湖南长沙市 410004
4.宁波市奉化区职业教育中心学校，浙江宁波市 315500
5.宁波市木木橙托育服务有限公司，浙江宁波市 315100

收稿日期:2025-02-19 修回日期:2025-02-20 出版日期:2025-06-25 发布日期:2025-06-16
通讯作者: 廖思斯(1986-)，女，汉族，四川成都市人，硕士，讲师，主要研究方向：婴幼儿健康照护、婴幼儿家庭教育。E-mail： 543758061@qq.com E-mail:543758061@qq.com
作者简介:朱晨晨(1985-)，男，汉族，安徽芜湖市人，硕士，讲师，主要研究方向：婴幼儿家庭教育、儿童早期发展。
基金资助:
1.健康宁波研究基地项目(JD6-107);2.宁波市教育科学规划课题(2022YZD030)

Early home-based education and rehabilitation for infants and toddlers with developmental disabilities: construction of goal and service system using ICF

ZHU Chenchen¹, LIAO Sisi¹(), PAN Jianming²^,³, XIA Bihua⁴, HONG Ningjie⁵

1. Ningbo College of Health Sciences, Ningbo, Zhejiang 315100, China
2. Jinzhi Weiye Group Co., Ltd., Changsha, Hunan 410004, China
3. National Community for the Integration between Industry and Education in Infant Care Services, Changsha, Hunan 410004, China
4. Fenghua Vocational Educational Center School, Ningbo, Zhejiang 315500, China
5. Ningbo Mumucheng Childcare Service Co., Ltd., Ningbo, Zhejiang 315100, China

Received:2025-02-19 Revised:2025-02-20 Published:2025-06-25 Online:2025-06-16
Contact: E-mail: 543758061@qq.com E-mail:543758061@qq.com
Supported by:
Healthy Ningbo Research Base Program(JD6-107);Ningbo City Educational Science Planning(2022YZD030)

摘要/Abstract

摘要：

目的基于《国际功能、残疾和健康分类》(ICF)的生物-心理-社会模式，构建针对0~3岁发育障碍婴幼儿的家庭早期教育与康复理论框架。

方法融合生态系统理论、神经可塑性理论、家庭系统理论和世界卫生组织康复理念，构建涵盖生物、心理、社会和政策维度的家庭教育与康复体系。

结果依据ICF框架，在运动、语言、认知、情感和社交等领域设定操作化干预目标，并结合不同类型发育障碍，制定个性化目标；家庭教育与康复体系包含早期筛查与评估、个性化干预方案制定、家庭教育与康复训练、持续监控与调整、数字赋能与远程指导、残疾预防与家庭教育和康复6个领域，全面的功能和需求评估、整体教育与康复方案制定、教育与康复方案实施、动态评估与反馈、总结与转介5个阶段。

结论本研究构建了5阶段家庭早期教育与康复方法体系，为婴幼儿全方位康复提供有效框架。ICF框架为发育障碍婴幼儿早期干预提供了理论与实践指导。

关键词: 婴幼儿, 发育障碍, 早期, 家庭教育, 康复, 国际功能、残疾和健康分类

Abstract:

Objective To construct a theoretical framework for early home-based education and rehabilitation for infants and toddlers with developmental disabilities, using the bio-psycho-social model of the International Classification of Functioning, Disability and Health (ICF).

Methods On the base of integrating ecosystem theory, neuroplasticity theory, family systems theory and rehabilitation concept of World Health Organization, a home-based education and rehabilitation system encompassing biological, psychological, social and policy dimensions was developed.

Results Within the ICF framework, it was set the operational intervention goals for infants and toddlers in dimensions of motor, language, cognition, emotion and social interaction, while personalized goals were formulated in consideration of different types of developmental disabilities. Furthermore, a home-based education and rehabilitation system was designed, including early screening and assessment, development of personalized intervention plans, home-based education and rehabilitation training, continuous monitoring and adjustment, digital empowerment and remote guidance, as well as disability prevention, and early education and rehabilitation. It involved five stages: needs assessment, plan development, plan implementation, dynamic assessment and feedback, and summary and referral.

Conclusion This study has constructed a five-stage process, providing an effective framework for the comprehensive rehabilitation of infants and toddlers. ICF framework provides both theoretical and practical guidance for early intervention in infants and toddlers with developmental disabilities.

Key words: infants and toddlers, developmental disability, early, home-based education, rehabilitation, International Classification of Functioning, Disability and Health

中图分类号:

R197

朱晨晨, 廖思斯, 潘建明, 夏币华, 洪宁杰. 0~3岁发育障碍婴幼儿早期家庭教育与康复：基于ICF的目标设置与服务体系研究[J]. 《中国康复理论与实践》, 2025, 31(6): 635-641.

ZHU Chenchen, LIAO Sisi, PAN Jianming, XIA Bihua, HONG Ningjie. Early home-based education and rehabilitation for infants and toddlers with developmental disabilities: construction of goal and service system using ICF[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(6): 635-641.

图/表 2

表1

表2

参考文献 28

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类别	描述	设置方法	个性化目标
运动发育	改善肌张力，提升粗大运动和精细运动技能，增强平衡和协调能力	使用贝利量表和家庭观察记录；设定短期和长期阶段性训练目标	轻度运动发育迟缓侧重基础运动训练；重度运动障碍强化协调训练^[14-15]
语言与认知	提高语言理解和表达能力，促进注意力、记忆和思维发展	使用格林斯潘筛查表、家庭语言观察记录；制定阶段性语言和认知目标	孤独症谱系障碍侧重非言语交流和情景对话；言语障碍侧重发音和词汇积累^[16]
情感与社交	建立安全依恋，增强情绪调控和社交互动能力	应用亲子关系量表和情感表达记录；设定情绪识别和社交互动训练目标	情绪不稳定者侧重情绪调控训练；社交障碍者侧重社交技能训练^[17-18]
家庭干预能力	提升家长干预知识和操作技能，优化家庭康复环境	组织系统家长培训；家长自评和知识考核；制定家庭干预操作指南	根据家长初始水平，初级培训与进阶培训相结合，提供个性化学习模块^[19]
残疾预防	降低长期残疾风险，通过早期干预实现功能改善和持续康复	定期筛查和评估；建立转介和跟踪机制；动态调整干预方案	重度发育迟缓侧重高频干预和转介；轻度障碍侧重维持正常发展轨迹^[20]

领域	目标	主要策略	关键措施
早期筛查与评估	早期发现发育异常，全面掌握婴幼儿发展状况	使用标准化评估工具结合家庭观察，建立家庭评估档案	贝利量表、格林斯潘筛查、家庭问卷调查、数字记录与定期评估
个性化干预方案制定	针对个体差异制定科学干预方案，确保干预精准有效	家长与专家联合制定方案，依据评估数据确定干预目标和计划	家庭-专家联合会诊、个性化训练计划、阶段性目标设定与反馈
家庭教育与康复训练	在家庭环境中促进运动、语言、认知、情感和社交功能的全面提升	利用亲子互动、感觉刺激、运动训练和情境教学进行综合康复	亲子游戏、角色扮演、情境模拟、日常活动干预、康复工具包使用
持续监控与调整	动态跟踪干预效果，及时调整干预策略，确保干预持续适应婴幼儿发展	家长定期记录观察，利用简易评估工具反馈干预效果，与专家讨论并调整方案	家庭观察记录、定期自评、远程或现场反馈会议、数据动态监控
数字赋能与远程指导	实现实时数据共享与远程指导，提升干预个性化和灵活性	建立数字平台，支持远程视频咨询、在线培训和资源共享	数字平台建设、远程互动系统、在线家长论坛和资源库建设
残疾预防与早期教育和康复	降低长期残疾风险，实现婴幼儿功能综合改善	建立早期筛查、转介和持续跟踪机制，结合家庭干预预防发育障碍加剧	定期家庭和社区筛查、转介机制、预防性干预措施、持续跟踪与评估

0~3岁发育障碍婴幼儿早期家庭教育与康复：基于ICF的目标设置与服务体系研究

Early home-based education and rehabilitation for infants and toddlers with developmental disabilities: construction of goal and service system using ICF

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