Head Start REDI (Research-based, Developmentally Informed)

领先 REDI（基于研究、发展信息）

• 批准号: 7883332
• 负责人: Karen L Bierman
• 金额: $ 58.61万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-26 至 2013-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7883332
• 关键词: 4 year old; Academic achievement; Accounting; Achievement; Affect; Age; Aggressive behavior; Behavioral; Characteristics; Child; Child Language; Child Support; Cognitive; Commit; Communication; Competence; Complement; Control Groups; County; Data; Development; Diffuse; Dose; Educational Curriculum; Educational process of instructing; Emotional; Emotions; Enrollment; Ethnic Origin; Evaluation; Family; Fostering; Gender; Goals; Grant; Head Start Program; Home environment; Home visitation; House Call; Indium; Informal Social Control; Intervention; Knowledge; Language; Language Development; Learning; Long-Term Effects; Measurement; Measures; Mediating; Mediation; Methods; Modeling; Nature; Nursery Schools; Oral; Outcome; Parent-Child Relations; Parenting behavior; Parents; Participant; Perception; Phase; Population; Positioning Attribute; Poverty; Practice based research; Prevention Research; Printing; Problem Solving; Problem behavior; Process; Randomized; Readiness; Reading; Relative (related person); Reporting; Research; Research Project Grants; Risk; Sampling; Schools; Social Adjustment; Social Problems; Students; Testing; Time; Vocabulary; base; demographics; design; elementary school; emotional adjustment; executive function; experience; fifth grade; first grade; follow up assessment; follow-up; high risk; improved; informant; intervention effect; intervention program; kindergarten; literacy; middle school; phonology; post intervention; programs; public health relevance; randomized trial; response; skills; social; social communication; social skills; teacher; third grade

DESCRIPTION (provided by applicant): This competing continuation proposal describes the "next steps" in a program of research initiated in 2003, entitled the Head Start REDI (Research based, Developmentally Informed) project. The REDI project was designed to enhance the impact of Head Start on child school readiness by promoting teachers' capacities to integrate empirically-based instructional strategies with their ongoing programming. Two domains of school readiness were targeted: 1) language development/emergent literacy skills, and 2) social-emotional competencies. The initial randomized trial (involving 356 children from 44 Head Start classrooms) demonstrated improvements in teaching quality in REDI classrooms, based upon observer ratings of language use, instructional support, and emotion coaching. In addition, children who received REDI showed enhanced vocabulary, emergent literacy skills, social competence, and learning engagement, and reduced aggression at the end of the Head Start year, relative to children attending "usual practice" Head Start classrooms. This proposal for continuation has two major aims. The first aim is to conduct follow-up assessments with children who participated in the initial trial to evaluate the long-term effects of the REDI program on child school adjustment in the later elementary years (grades 3 and 5.) In the context of this aim, we also plan to examine transactional influences over time between trajectories of skill gains in child language/literacy skills and social-emotional competencies, and to explore potential moderation of sustained program effects as a function of early elementary school context (i.e., instructional quality, classroom context, and teacher-student relationship quality). The second major aim of this proposal is to evaluate the added benefit of a parent-focused extension of the REDI program using a randomized controlled design with a new sample of 200 children attending Head Start classrooms in the original counties. Building upon the Head Start tradition of parent involvement, the goal of this parent-focused extension of REDI is to improve cross-setting support for child language and social-emotional skill development during the Head Start year and provide transition support for children as they move from Head Start into kindergarten. Longitudinal assessments of this new sample will extend over a three-year period (pre-test at age 4; post-test at the end of kindergarten, and follow-up assessment at the end of first-grade). Multi-method, multi-informant measures will be used to assess the impact of the parent-focused extension of REDI on children s oral language skills, emergent literacy skills, learning engagement, social-emotional competencies and behavior problems. We also will evaluate program impact on the targeted parenting practices and determine the degree to which they mediate child outcomes. PUBLIC HEALTH RELEVANCE: Children growing up in poverty are particularly likely to enter school without the language and social-emotional skills they need to adapt and achieve, placing them at risk for increasing delays in academic attainment, along with behavioral difficulties that have long-term deleterious effects. This research evaluates the short- and long- term impact of infusing "research-based" instructional strategies into Head Start programs in ways that support both teachers and parents, and that promote child language and social-emotional readiness skills, and thereby enhance child readiness for school and foster school attainment. The focus on evaluation and extension of a school readiness program targeted to poor children is highly significant. Results could provide improved strategies for intervening with such high risk populations.

描述（由申请人提供）：该竞争性延续建议描述了2003年启动的研究计划中的“下一步”，标题为“ Head Start Redi”（基于研究，发展知情）项目。 Redi项目旨在通过提升教师的能力将基于经验的教学策略与正在进行的编程整合在一起，从而增强Head Start对儿童学校准备的影响。学校准备就绪的两个领域是针对的：1）语言发展/新兴扫盲技能，以及2）社会情感能力。最初的随机试验（涉及来自44个校长课堂的356名儿童），根据语言使用，教学支持和情感教练的观察者评分，在Redi教室的教学质量方面有所改善。此外，相对于参加“通常的练习”校长课堂的儿童，收到Redi的孩子表现出增强的词汇，新兴的识字能力，社交能力和学习参与，并减少了头开始年结束时的侵略性。该延续的提案有两个主要目标。第一个目的是对参加初步试验的儿童进行后续评估，以评估REDI计划在后来的小学年度（3年级和5年级）对儿童学校调整的长期影响（在这一目标的背景下），我们还计划检查交易的交易影响，我们还计划检查在儿童语言/语言技能和社会情感范围内的技能轨迹之间的时间上的时间，并在儿童语言技能和社会效果上造成的效果和社会影响力的效果，并促进了竞争力的效果，并促进了AS的能力。 （即教学质量，课堂背景和教师关系质量）。该提案的第二个主要目的是使用随机控制的设计评估REDI计划的额外好处，并在原始县的200名儿童参加了200名儿童的新样本。以父母参与的头开始传统为基础，这种以父母为中心的Redi扩展的目的是改善对儿童语言和社会情感技能发展的交叉确定支持，并在从头开始幼儿园时为孩子们提供过渡支持。对该新样本的纵向评估将延长三年（在4岁时进行预测试；在幼儿园结束时进行后测试，并在一年级结束时进行随访评估）。多方法，多信息措施将用于评估重点延伸对孩子的口头语言技能，新兴扫盲技能，学习参与，社会情感能力和行为问题的影响。我们还将评估计划对目标育儿实践的影响，并确定他们调解儿童结果的程度。 公共卫生相关性：在贫困中成长的儿童尤其有可能进入学校，而没有他们需要适应和实现的语言和社会情感技能，从而使他们有可能增加学术成就的延迟，以及具有长期有害影响的行为困难。这项研究评估了将“基于研究”的教学策略融入主启动计划的短期和长期影响，以支持教师和父母的方式，并促进儿童语言和社会情感准备技能，从而增强儿童准备和学校的准备和寄养学校成就。专注于针对贫困儿童的学校准备计划的评估和扩展非常重要。结果可以提供改进的策略，以介入如此高的风险人群。