农村幼儿眼中的“新型冠状病毒”

Rural Children’s Understanding and Cognition of the “COVID-19”

摘要: 农村幼儿对“新型冠状病毒”的理解和认知是促进疫情期间提高幼儿的预防意识的关键因素。本文采取个案研究方法，选取笔者所在地区的农村幼儿为研究对象，基于幼儿视角，以质的研究范式，从新型冠状病毒的概念、病因解释、治疗认识、预防措施四方面入手，揭示农村幼儿眼中的“新型冠状病毒”。研究结果表明：在概念定义方面，幼儿认为新冠病毒是“超级厉害的病毒，碰一下就会传染”；在病因解释方面，幼儿认为新冠病毒是“从嘴巴里来的”；在病毒治疗认识方面，幼儿认为“病毒应该可以治好”，良好的医疗资源是治疗新冠病毒的重要因素。在疾病预防方面，幼儿认为“我们这里没有病毒”，对疾病预防意识不够。由此可以讨论，农村幼儿要用具体行为去描述对疾病的认知；电视是农村幼儿疾病认知的主要来源；农村幼儿的健康教育有待加强。基于以上内容，我提出了四点建议：一、运用多媒体技术丰富幼儿疾病经验；二、增强家长疾病防治教育的意识；三、提升幼儿园疾病防治教育的理念；四、开发社区在疾病防治教育中的作用。

Abstract: Rural children’s understanding and cognition of the “COVID-19” are a key factor in promoting children’s prevention awareness during the epidemic. This article adopts a case study method and selects rural children in the area where the author is located. Based on the perspective of children, with a qualitative research paradigm, starting with the concept of the new coronavirus, explanation of the cause, understanding of treatment, and preventive measures, it reveals the perspectives of rural children “COVID-19”. The research results show that: in terms of conceptual definitions, young children think that the “COVID-19” is “a super powerful virus, it will be contagious when touched”; in terms of cause explanation, young children think that the new coronavirus is “coming from the mouth”; in terms of virus treatment awareness, young children believe that “the virus should be cured” and that good medical resources are an important factor in the treatment of the new coronavirus. In terms of disease prevention, young children believe that “we do not have a virus here” and are not sufficiently aware of disease prevention. From this it can be discussed that rural children should use specific behaviors to describe their cognition of diseases; television is the main source of rural children’s cognition of diseases; rural children’s health education needs to be strengthened. Based on the above content, I made four suggestions: 1. Use multimedia technology to enrich children’s disease experience; 2. Enhance parents’ awareness of disease prevention education; 3. Improve the concept of disease prevention education in kindergartens; 4. Develop the role of the community in disease prevention education.