《中国康复理论与实践》

《中国康复理论与实践》 ›› 2025, Vol. 31 ›› Issue (3): 324-330.doi: 10.3969/j.issn.1006-9771.2025.03.009

• 康复政策与发展 • 上一篇    下一篇

0~3岁发育障碍婴幼儿家庭早期教育和康复的政策架构与支持系统研究

朱晨晨1, 廖思斯1(), 刘悦1, 潘建明2,3, 朱竹林4, 夏币华5, 谢莹6   

  1. 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.宁波外事学校，浙江宁波市 315012
    5.宁波市奉化区职业教育中心学校，浙江宁波市 315500
    6.宁波市鄞州区首南学府实验幼儿园，浙江宁波市 315100
  • 收稿日期:2025-02-25 出版日期:2025-03-25 发布日期:2025-03-25
  • 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：婴幼儿照护、婴幼儿家庭教育，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)

Policy framework and support systems for early family education and rehabilitation for infants and toddlers with developmental impairments

ZHU Chenchen1, LIAO Sisi1(), LIU Yue1, PAN Jianming2,3, ZHU Zhulin4, XIA Bihua5, XIE Ying6   

  1. 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. Ningbo Foreign Affairs School, Ningbo, Zhejiang 315012, China
    5. Fenghua Vocational Educational Center School, Ningbo, Zhejiang 315500, China
    6. Ningbo Yinzhou District Shounan Xuefu Experimental Kindergarten, Ningbo, Zhejiang 315100, China
  • Received:2025-02-25 Published:2025-03-25 Online:2025-03-25
  • Contact: LIAO Sisi, E-mail: 543758061@qq.com
  • Supported by:
    Healthy Ningbo Research Base Program(JD6-107);Ningbo City Educaiton Science Planning(2022YZD030)

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摘要：

目的 探讨0~3岁发育障碍婴幼儿家庭早期教育和康复支持系统的政策基础，构建基于《国际功能、残疾和健康分类》(ICF)、融合家庭早期教育和康复服务的全人、全生命周期支持体系，并提出相应的支持体系架构和建构路径以及治理模式。

方法 分析世界卫生组织儿童康复政策、联合国教科文组织残疾儿童早期教育指导、美国《残疾人教育法》、欧盟儿童康复政策和中国残联“十四五”规划等政策文件，研究家庭早期教育和康复的相关政策架构和主要内容，系统分析支持体系的构成、实现路径及治理模式。

结果 支持系统由早期筛查与评估、家庭教育与家长培训、咨询与个性化教育和康复支持、社区支持与资源整合以及远程数字支持平台构成。提出了构建早期筛查和评估、家庭教育和家长培训、咨询和个性化康复支持、社区支持和资源整合、远程数字支持平台5个系统的实现路径。强调多学科联合、跨部门协同和远程数字平台支持等治理机制，以构建从标准化评估到跨部门联动的连续性服务链的服务支持体系。

结论 基于ICF模式的全人观和全生命周期发展理念，以及健康服务连续体的指导思想，为0~3岁发育障碍儿童家庭早期教育和康复提供了系统的理论与政策支持。通过多学科联合、跨部门协同以及数字平台应用，构建科学、连续且以儿童为中心的支持系统，不仅有助于早期发现和精准干预，还将推动家庭、社区与专业机构多方协同，实现残疾预防、康复与保健服务的有机融合，进而提升儿童功能和家庭生活质量。

关键词: 婴儿, 幼儿, 发育障碍, 家庭教育, 康复, 支持系统

Abstract:

Objective To explore the policy foundations of early family education and rehabilitation support systems for children with developmental disabilities aged zero to three years, based on the International Classification of Functioning, Disability and Health (ICF), and to construct a comprehensive, whole-person and whole-lifecycle support system integrating early childhood education and rehabilitation services for families; and to propose corresponding system architecture, construction pathways and governance models.

Methods Policy documents were compared, which were related to children's rehabilitation from the World Health Organization, early education guidelines for children with disabilities from the United Nations Educational, Scientific and Cultural Organization, the U.S. Individuals with Disabilities Education Act, European Union children's rehabilitation policies, and the "14th Five-Year Plan" from China Disabled Persons' Federation. The related policy frameworks and key content of early family education and rehabilitation were reviewed, and the composition, implementation pathways and governance models of the support system were systymatically analyzed.

Results The support system consisted of early screening and assessment, family education and parent training, counseling and personalized education and rehabilitation support, community support and resource integration, and remote digital support platforms. The study proposed the implementation pathways for five systems, including early screening and assessment, family education and parent training, counseling and personalized rehabilitation support, community support and resource integration, and remote digital support platforms. It emphasized governance mechanisms such as multidisciplinary collaboration, interdepartmental coordination and support from remote digital platforms to build a continuous service chain from standardized assessments to interdepartmental collaboration.

Conclusion The person-centered approach and whole life span development concept based on the ICF model, as well as the guiding principles of the health services continuum, provide systematic theoretical and policy support for early childhood education and rehabilitation for children with developmental disabilities aged zero to three years. Through multidisciplinary collaboration, interdepartmental coordination and the application of digital platforms, a scientific, continuous and child-centered support system can be built. This not only facilitates early detection and precise intervention but also promotes multi-party collaboration among families, communities and professional institutions. It will further integrate disability prevention, rehabilitation and healthcare services, thereby improving children's functional abilities and family quality of life.

Key words: infants, toddlers, developmental impairment, family education, rehabilitation, support system

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