Preschool, Home, and School Contexts as Determinants of the Impacts of Head Start

学前班、家庭和学校环境是启蒙影响的决定因素

• 批准号: 8291276
• 负责人: Elizabeth T. Gershoff
• 金额: $ 33.36万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-01 至 2014-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8291276
• 关键词: 4 year old; Address; Attention; Characteristics; Child; Child Development; Cognitive; Complex; Control Groups; Data Analyses; Data Set; Development; Economics; Education; Emotional; Environment; Experimental Designs; Family; Growth; Head Start Program; Home environment; Human Development; Knowledge; Link; Longevity; Low income; Mediating; Nursery Schools; Nutritional; Outcome; Parenting behavior; Parents; Process; Research; Role; Sampling; Schools; Social Development; Social Health Services; Social Work; Structure; Surveys; Time; Waiting Lists; Work; cohort; early childhood; elementary school; experience; interest; parental role; physical conditioning; programs; research study; skills; social

DESCRIPTION (provided by applicant): Head Start is the largest federal program providing an enriched early childhood education for children from low income families. A substantial body of non-experimental and quasi-experimental research has linked Head Start participation with (often modest) gains in children's developmental outcomes. Yet research to date has failed to examine how variability across Head Start centers is associated with variability in children's developmental outcomes, and how the quality of home and school environments experienced after Head Start might sustain, or curtail, the impacts of Head Start over time. To address this knowledge gap, the proposed project goes beyond questions of simple impact to consider the conditions and contexts which make Head Start more or less effective. Specifically, we will examine the extent to which the structure and quality of Head Start centers, parenting behavior and the home environment, and the structure and quality of elementary schools might mediate or moderate program impacts over time. Our interdisciplinary team (from the fields of human development, education, economics, and social work) will utilize two large, national Head Start studies- -one of which used an experimental design--to address the following aims: Aim 1: To identify to what extent, and by what processes, aspects of Head Start quality promote children's cognitive development, social-emotional skills, and physical health; Aim 2: To determine the role of parents in creating and sustaining positive long-term impacts of Head Start on children's cognitive development, social-emotional skills, and physical health; and Aim 3: To examine the extent to which subsequent school experiences moderate the persistence of Head Start effects on children's cognitive development, social-emotional skills, and physical health. The project involves secondary data analysis of two large, federally sponsored data-sets, namely the Head Start Family and Child Experiences Survey, 1997 Cohort (FACES-97), and the Head Start Impact Study (HSIS). Each study included a nationally representative sample of 3- and 4-year-old low income children attending Head Start, along with one control group of children on waiting lists for Head Start in the HSIS. Research questions will be addressed using a combination of multiple regression, piecewise regression, latent class growth analysis, and multiple group analysis. Of particular interest will be interactions between treatment condition in the HSIS and center quality in the preschool year and school quality in the elementary school years.

描述（由申请人提供）：头开始是最大的联邦计划，为来自低收入家庭的儿童提供丰富的幼儿教育。大量的非实验性和准实验性研究已将头开始参与与儿童发育成果的增长联系在一起。然而，迄今为止的研究未能研究跨越启动中心的变异性与儿童发育成果的可变性以及在启动后的家庭和学校环境的质量如何维持或缩减后，随着时间的推移会产生的影响。为了解决这一知识差距，拟议的项目超越了简单影响的问题，以考虑使头部或多或少有效的条件和环境。具体而言，我们将研究头开始中心的结构和质量，育儿行为和家庭环境的结构和质量以及小学的结构和质量可能会随着时间的推移而导致或中度的计划影响。我们的跨学科团队（来自人类发展，教育，经济学和社会工作的领域）将利用两个大型的，全国性的启动研究 - 其中一个使用了实验性设计 - 解决以下目的：目标1：确定多大程度，以及通过哪些过程，通过哪些方面，启动质量的方面促进了儿童的认知能力，社会情感技能，身体健康和身体健康；目的2：确定父母在创造和维持正面对儿童认知发展，社会情感技能和身体健康方面的长期长期影响方面的作用；目标3：检查随后的学校经历在多大程度上调整了对儿童认知发展，社会情感技能和身体健康的持续性影响。该项目涉及两个大型，联邦赞助的数据集的辅助数据分析，即Head Start家庭和儿童体验调查，1997年同类（FACES-97）和Head Start Impact Impact研究（HSIS）。每项研究都包括一个全国代表性的样本，由3岁和4岁的低收入儿童与Head Start一起出发，以及一个对照组的儿童在HSIS的待命名单上进行。研究问题将使用多重回归，分段回归，潜在类增长分析和多重组分析的组合解决。特别令人感兴趣的是，在学龄前年，HSIS中的治疗条件与中心质量之间的相互作用与小学年份的学校质量之间的相互作用。