THE NICHD STUDY OF EARLY CHILD CARE

NICD 幼儿保育研究

• 批准号: 2634908
• 负责人: MARION O'BRIEN
• 金额: $ 54.47万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-01-24 至 1999-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2634908
• 关键词: academic achievement; behavioral /social science research tag; child (0-11); child behavior disorders; child care; child physical development; child psychology; child rearing; developmental psychology; dyadic interaction; early experience; elementary school; emotional adjustment; family structure /dynamics; human subject; interview; language development; longitudinal human study; mother child interaction; personality; preschool child (1-5); problem solving; questionnaires; self concept; social adjustment; teacher

The goal of Phase II of the NICHD Study of Early Child Care is to extend a collaborative (10-site) prospective, longitudinal study of a cohort of 1247 children and their families, first enrolled at one month of age and studied intensively through age 3 (Phase I). We propose to follow these subjects through first grade in order to investigate: (a) the effects of early alternate care (defined in terms of quality, quantity, type, onset age, and stability) on children's development during the preschool years and the transition to school; (b) the ways in which the effects of early alternate care are moderated by child characteristics and by experiences in the family and in school; and (c) the mediating processes linking early alternate care experiences with later outcomes. The Phase II design involves intensive study of children and their parents at 4-1/2 years and in first grade in their homes, the laboratory, alternate care setting, and school (first grade). Additionally, data will be collected by mailed questionnaires and phone interviews during kindergarten. Child outcome assessments will focus on (a) social-emotional development, including the quality of children's relationships with their parents, friends, and teachers; emotional adjustment, social competence, behavior problems, and self perceptions; (b)cognitive development, including general intellectual functioning, academic achievement, cognitive processes, and language; and (c) health status, including physical growth. Context assessments will focus on (a) the alternate-care environment, including quality, quantity, type, onset age, and stability; (b) the home/family environment, including quality of home life, and parent and structuring characteristics; and (c) school environment, including school climate, curricular features, and the teacher's behavior. We plan to evaluate four models pertaining to the ways in which early alternate-care experiences may affect development: (a) cumulative effects that increase gradually over time or exposure; (b)durable effects of early alternate-care experience that continue even after changes in care; (c) lagged or sleeper effects that are not evident concurrently, but appear at a later point in time; and (d) transient effects of early alternate care that fade over time. Concurrent effects of alternate care also will be examined.

NICHD 早期儿童保育研究第二阶段的目标是延长 对一组患者进行协作（10 个中心）前瞻性、纵向研究 1247 名儿童及其家人，在一个月大时首次入学， 到 3 岁（第一阶段）进行强化学习。我们建议遵循这些 科目直至一年级，以便调查：(a) 早期替代护理（根据质量、数量、类型、发作来定义） 年龄和稳定性）对学龄前儿童发展的影响 以及向学校的过渡； (b) 早期影响的方式 替代性照料根据儿童的特征和经历进行调节 在家庭和学校； (c) 将早期联系起来的调解过程 交替护理经历和后续结果。 第二阶段的设计涉及对儿童及其家长的深入研究 4-1/2 岁和一年级时在家里、实验室， 替代护理环境和学校（一年级）。此外，数据将 期间通过邮寄问卷和电话访谈的方式收集 幼儿园。儿童成果评估将侧重于 (a) 社会情感 发展，包括儿童与其家人的关系质量 父母、朋友和老师；情绪调节、社交能力、 行为问题和自我认知； (b)认知发展， 包括一般智力功能、学术成就、 认知过程和语言； (c) 健康状况，包括 身体成长。背景评估将重点关注 (a) 替代护理 环境，包括质量、数量、类型、发病年龄和稳定性； (b) 家庭环境，包括家庭生活质量，以及 母体和结构特征； (c) 学校环境， 包括学校氛围、课程特色和教师行为。 我们计划评估四种模型，这些模型涉及早期 替代照料经历可能影响发育：(a) 累积效应 随着时间或暴露程度逐渐增加； (b) 早期的持久影响 即使在护理发生变化后仍能继续获得替代护理体验； (三) 滞后或休眠效应并不同时明显，但出现在 稍后的时间点； (d) 早期替代护理的短暂影响 随着时间的推移而消失。替代护理的同时效果也将是 检查了。