Observation of Young Children's Competence in Classroom

幼儿课堂能力观察

• 批准号: 7011402
• 负责人: ROBERT C. PIANTA
• 金额: $ 29.81万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-30 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7011402
• 关键词: behavior modification; behavior test; behavioral /social science research tag; child behavior; child psychology; clinical research; conflict; field study; human subject; longitudinal human study; method development; peer group; preschool child (1-5); self help; small social group; social behavior; social group process; training; videotape /videodisc

DESCRIPTION (provided by applicant): For children between the ages of 3 and 5, their "readiness" to function competently in school is best understood in terms of the nature and quality of their interactions in classrooms with adults, with peers, and with learning/instructional activities. Classroom interactions provide perhaps the most valid indicator of the manner in which children make use of the learning and social opportunities provided in school. The principal aim of the project is to develop, field-test, and validate an observational assessment of young children's social, emotional and task-oriented competence as displayed in early education classrooms with peers, teachers, and instructional activities (The Classroom Assessment Scoring System-Child Version) that can be used by teachers, researchers, and evaluators in at-scale applications. The assessment will consist of behavioral indicators scaled in terms of age (3-5 years) that are organized into global rating scales for key competencies. In the first year, we plan to use a large archive of more than 1,000 hours of videotape footage from over 200 classrooms (of 3, 4, and 5 year olds) to identify developmentally appropriate behavioral indicators for competencies in the domains of task-orientation (e.g., engagement, persistence), self-regulation (e.g., self-reliance, behavioral and emotional regulation), relationships with peers (e.g., cooperation; positive sociability), relationships with teacher (e.g., closeness; conflict), and social communication (e.g., initiation, use of language for problem solving). In the first and second years we conduct a series of pilot studies using live observation of 6 children in each of 70 classrooms to finalize behavioral indicators and rating scales. Years 3 and 4 involve a short-term longitudinal validation study of 600 3-, 4-, and 5-year old children in 100 classrooms in which the observational indicators will be scaled for growth trajectories and correlated with direct assessments of academic performance and teachers' reports of children's competence. In year 5 we will conduct a reliability study involving teachers' use of the observational system. Throughout the project period we will develop and field-test training materials and reliability procedures that can be applied in real-world, at-scale applications; for example we will develop a web-based training and reliability protocol that can be used successfully by preschool teachers. The resulting measurement system will provide observationally based assessment of children's competence in classroom interactions with adults, peers, and activities, with growth scaled over the 3-5 age span, that is applicable to demands of large-scale assessments. As such, the assessment will meet a basic public health need to describe individual children's competencies in a manner that is sensitive to intervention.

描述（由申请人提供）： 对于 3 至 5 岁的儿童，他们在学校发挥作用的“准备度”最好通过他们在课堂上与成人、同龄人以及学习/教学活动互动的性质和质量来理解。课堂互动也许是衡量儿童如何利用学校提供的学习和社交机会的最有效指标。该项目的主要目的是开发、现场测试和验证幼儿社交、情感和任务导向能力的观察评估，这些评估在早期教育课堂上与同伴、教师和教学活动中展示出来（课堂评估评分系统-儿童版）可供教师、研究人员和评估人员在大规模应用中使用。评估将包括按年龄（3-5 岁）衡量的行为指标，这些指标被组织成关键能力的全球评级量表。第一年，我们计划使用来自 200 多个教室（3、4 和 5 岁儿童）的超过 1,000 小时的录像带来确定适合发展的任务导向领域能力行为指标（例如，参与、坚持）、自我调节（例如，自力更生、行为和情绪调节）、与同伴的关系（例如，合作、积极的态度）社交能力）、与老师的关系（例如亲密、冲突）和社交沟通（例如启动、使用语言解决问题）。在第一年和第二年，我们进行了一系列试点研究，对 70 个教室中每间的 6 名儿童进行现场观察，以最终确定行为指标和评分量表。第三年和第四年涉及对 100 个教室的 600 名 3 岁、4 岁和 5 岁儿童进行短期纵向验证研究，其中观察指标将根据成长轨迹进行调整，并与学业成绩和教师的直接评估相关联' 儿童能力报告。第 5 年，我们将开展一项涉及教师使用观察系统的可靠性研究。在整个项目期间，我们将开发并现场测试可应用于现实世界、大规模应用的培训材料和可靠性程序；例如，我们将开发一个基于网络的培训和可靠性协议，可供学前教师成功使用。 由此产生的测量系统将对儿童在课堂上与成人、同伴和活动的互动能力进行基于观察的评估，并在3-5岁的年龄范围内进行成长，适用于大规模评估的需求。因此，评估将满足基本的公共卫生需求，以对干预敏感的方式描述个别儿童的能力。