Promoting School Readiness in Child Care Centers

促进儿童保育中心的入学准备

基本信息

批准号：
9020244
负责人：
Karen L Bierman
金额：
$ 61.36万
依托单位：
PENNSYLVANIA STATE UNIVERSITY, THE
依托单位国家：
美国
项目类别：
财政年份：
2015
资助国家：
美国
起止时间：
2015-02-20 至 2020-01-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9020244
关键词：
4 year old Accreditation Age Americas Businesses Caring Censuses Child Child Care Child Language Cognitive Communities Consult Control Groups County Data Development Distance Learning E-learning Economically Deprived Population Education Educational Curriculum Educational process of instructing Educational workshop Effectiveness Emotional Emotions Evaluation Evidence based intervention Fostering Foundations Frequencies Goals Head Start Program Health Informal Social Control Intervention Interview Language Learning Linear Models Low income Managed Care Measurement Methods Modeling Monitor National Research Council Nursery Schools Outcome Participant Pennsylvania Program Sustainability Randomized Readiness Reading Recruitment Activity Research Research Infrastructure Resources Schedule Schools Specialist Stress Supervision System Teacher Professional Development Technology Training United States Videotape base cost effective design efficacy testing empowered evidence base follow-up group intervention improved interest kindergarten learning community literacy model development outreach phonological awareness post intervention programs satisfaction skills social socioeconomic disadvantage teacher

项目摘要

DESCRIPTION (provided by applicant): The central goal of this study is to enhance the capacity of child-care centers serving socioeconomically disadvantaged communities to implement evidence-based curriculum components and teaching practices that promote school readiness. A related goal is to test the efficacy of a sustainable, technology-assisted platform fo professional development support, Better Kid Care (BKC), managed by Cooperative Extension. 72 child-care centers will be recruited from more than 372 eligible centers serving low income children in 7 economically stressed counties in Pennsylvania. These centers struggle to provide evidence-based educational programming, despite an interest in doing so, due to low levels of teacher education, high staff turnover, and inadequate access to curriculum materials and professional development support. Participants will include 72 child care center directors, approximately 200 classroom teachers, and approximately 600 4-year-old prekindergarten children. The curriculum components and teaching strategies of the REDI (Research-based, Developmentally Informed) program will be used, including the Preschool PATHS Curriculum to promote social-emotional learning, and three evidence-based components (i.e., dialogic reading, phonological awareness training, and alphabet center activities) to foster language-emergent literacy skills. The technology-assisted distance learning platform of BKC will be used to extend professional development support. Classroom teachers will be able to access brief tutorials with videos demonstrating how to deliver lessons and illustrating high-quality teaching practices. In addition, center directors will be trained to serve as local coaches, thereby providing a foundation for program sustainability in the face of high teacher turnover. The BKC platform will be used to support virtual learning communities of child-care center directors, who will be trained to monitor the fidelity of program implementation and coach teachers in the application of the curriculum components and teaching strategies. The evaluation will use a rigorous, randomized-controlled design, with multi- method measurement of child and teacher outcomes; it will assess short-term sustainability in the child care centers and follow children as they transition to kindergarten.

描述（由申请人提供）：本研究的中心目标是提高为社会经济弱势群体服务的托儿中心的能力，以实施促进入学准备的循证课程内容和教学实践。一个相关的目标是测试由 Cooperative Extension 管理的可持续技术辅助专业发展支持平台 Better Kid Care (BKC) 的功效。将从超过 372 个符合条件的中心招募 72 个儿童保育中心，为宾夕法尼亚州 7 个经济压力县的低收入儿童提供服务。尽管有兴趣这样做，但由于教师教育水平低、员工流动率高以及获得课程材料和专业发展支持的机会不足，这些中心仍在努力提供基于证据的教育规划。参与者将包括 72 名儿童保育中心主任、约 200 名任课教师和约 600 名 4 岁学前班儿童。将使用REDI（基于研究的发展信息）计划的课程组成部分和教学策略，包括促进社会情感学习的学前路径课程，以及三个基于证据的组成部分（即对话阅读、语音意识培训、和字母中心活动），以培养语言涌现的读写能力。 BKC的技术辅助远程学习平台将用于扩大专业发展支持。课堂教师将能够访问简短的教程，其中包含演示如何授课和说明高质量教学实践的视频。此外，中心主任将接受培训，担任当地教练，从而在教师流动率较高的情况下为项目的可持续性奠定基础。 BKC 平台将用于支持托儿中心主任的虚拟学习社区，他们将接受培训以监控计划实施的准确性，并指导教师应用课程组成部分和教学策略。评估将采用严格的随机对照设计，采用多种方法衡量儿童和教师的成果；它将评估儿童保育中心的短期可持续性，并跟踪儿童的情况他们过渡到幼儿园。