Preschool Curricula: Outcomes and Developmental Processes

学前课程：成果和发展过程

• 批准号: 6960104
• 负责人: SUSAN LANDRY
• 金额: $ 163.06万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 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/6960104
• 关键词: Preschool; Curricula; Outcomes; Developmental; Processes

DESCRIPTION (provided by applicant): The program project objectives are to determine the: 1) effectiveness of school readiness interventions for 2 to 4 yr old children from poverty in center-based settings, 2) role of teacher behavior change in mediating school readiness, and 3) developmental processes (e.g., social, language, cognitive) that influence intervention efficacy on these outcomes. Approaches to supporting young children's learning across a range of skills (i.e., language, literacy, math, social) have overlooked key areas or attended to them in piecemeal ways. The central theme is to test integrated instructional content and processes on social and cognitive learning and mechanisms that explain how this occurs. Five projects and two cores (Administrative, Statistical/ Measurement) are included. Project 1 (2-3 yr old intervention) will test, in a randomized design, the impact of a cognitive curriculum with responsive teaching practices in contrast to its pairing with an explicit social curriculum. Project 2 (pre-K intervention) parallels Project 1 goals with a 4 yr old cohort and also examines the advantage of curriculum linked vs. general progress monitoring. Projects 3-5 will examine the developmental processes that explain intervention effects and how the intervention impacts specific developmental areas. Project 3 (social) will examine chains of mediation between the interventions and outcomes that target the role of social-emotional processes (e.g., emotional understanding, effortful control). Project 4 (language, theory of mind) addresses: a) how language growth promotes academic achievement and growth in theory of mind skills and b) the role that home and school language input play in this process. Project 5 (math) examines whether the developmental trajectories of early math domains predict academic outcomes and examines their precursors. This research program will determine the content, processes, and timing necessary to promote school readiness and the mediating and moderating factors and provide important cross-discipline insights into the interrelation of children's cognitive and social skills.

描述（由申请人提供）：计划项目目标是确定：1​​）学校准备干预措施的有效性2至4岁的孩子在基于中心的环境中贫困中的2至4岁儿童的有效性，2）教师行为改变在中介学校准备就绪中的作用； 3）发展过程（例如，社会，语言，语言，认知），影响对这些概况的效果。在各种技能（即语言，扫盲，数学，社会）方面支持幼儿学习的方法已忽略了关键领域或以零碎的方式参与了关键领域。中心主题是测试有关社会和认知学习的综合教学内容和过程，以解释这种情况的发生。包括五个项目和两个核心（行政，统计/测量）。项目1（2 - 3年旧的干预措施）将在随机设计中测试认知课程与响应式教学实践的影响，与其与明确的社交课程相比。项目2（PRE-K干预）与4年旧队列的项目1目标相似，还研究了课程链接与一般进度监控的优势。项目3-5将研究解释干预效果以及干预措施如何影响特定发展领域的发展过程。项目3（社会）将检查针对社会情感过程（例如情感理解，努力控制）的干预措施和结果之间的调解链。项目4（语言，心理理论）解决：a）语言成长如何促进思想技能理论和b）家庭和学校语言输入在此过程中的作用。项目5（数学）研究了早期数学领域的发展轨迹是否预测了学术成果并检查其前体。该研究计划将确定促进学校准备和调解和调节因素所必需的内容，过程和时机，并为儿童认知和社交技能的相互关系提供重要的跨学科见解。