THE NICHD STUDY OF EARLY CHILD CARE

NICD 幼儿保育研究

• 批准号: 2857434
• 负责人: K ALISON CLARKE-STEWART
• 金额: $ 38.8万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 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/2857434
• 关键词: academic achievement; behavioral /social science research tag; child (0-11); child care; child physical development; child psychology; cognition; cooperative study; curriculum; day care center; developmental psychology; elementary school; emotional adjustment; family structure /dynamics; human subject; interview; language development; longitudinal human study; preschool child (1-5); questionnaires; self concept; social adjustment; social behavior; socioenvironment; statistics /biometry; teacher

DESCRIPTION: (Adapted from the applicant's description) 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). The investigators 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 structural characteristics; and (c) school environment, including school climate, curricular features, and the teacher's behavior. The investigators 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.

描述：（根据申请人的描述进行了改编） NICHD早期保健研究的第二阶段是扩展 协作（10个站点）的前瞻性纵向研究 1247名儿童及其家人，首先在一个月大的时候入学 通过3岁（I阶段）进行了深入研究。 调查人员建议 跟随这些主题到一年级，以调查： （a）早期替代护理的影响（根据质量定义， 儿童发育的数量，类型，发病年龄和稳定性） 在学龄前的年份和过渡到学校； （b）方式 儿童调节早期替代护理的影响 特征以及家庭和学校的经验； （c） 将早期替代护理经验与 后来的结果。 第二阶段的设计涉及对儿童及其的深入研究 父母在4 1/2年，在他们的家中的一年级， 实验室，替代护理环境和学校（一年级）。 此外，将通过邮寄问卷和电话收集数据 幼儿园期间的采访。 儿童成果评估将集中 在（a）社会情感发展，包括儿童的质量 与父母，朋友和老师的关系 调整，社会能力，行为问题和自我看法； （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 状态，包括身体成长。 上下文评估将重点放在 （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/家庭环境，包括 家庭生活质量以及父母和结构特征； （c） 学校环境，包括学校气候，课程功能和 老师的行为。 调查人员计划评估与方式有关的四种模型 早期的替代护理经历可能会影响发展：（a） 随着时间或暴露的累积效应逐渐增加； （b） 早期替代体验的持久影响甚至继续 改变护理后； （c）不滞后或卧铺效应 显而易见，但出现在以后的时间点； （d） 随着时间的流逝，早期替代护理的瞬态影响。 还将检查替代护理的同时影响。