Head Start REDI (Research-based, Developmentally Informed)

领先 REDI（基于研究、发展信息）

• 批准号: 8112994
• 负责人: Karen L Bierman
• 金额: $ 16.67万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8112994
• 关键词: 4 year old; Academic achievement; Accounting; Achievement; Affect; Age; Aggressive behavior; Behavioral; Characteristics; Child; Child Language; Child Support; Cognitive; Commit; 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.

描述（由申请人提供）：这个竞争性的延续提案描述了 2003 年启动的一项研究计划的“后续步骤”，该计划名为 Head Start REDI（基于研究的、发展信息丰富的）项目。 REDI 项目旨在通过提高教师将基于经验的教学策略与正在进行的计划相结合的能力，来增强启蒙计划对儿童入学准备的影响。学校准备的两个领域是目标：1）语言发展/新兴读写能力，2）社交情感能力。最初的随机试验（涉及 44 个 Head Start 教室的 356 名儿童）根据观察员对语言使用、教学支持和情绪辅导的评分，证明 REDI 教室的教学质量有所改善。此外，与参加“通常练习”启蒙课堂的孩子相比，接受 REDI 的孩子在启蒙学年结束时表现出词汇量、新兴读写能力、社交能力和学习参与度的提高，并且攻击性降低。这项延续提案有两个主要目标。第一个目标是对参与初步试验的儿童进行后续评估，以评估 REDI 计划对小学后期（3 年级和 5 年级）儿童学校调整的长期影响。为了实现这一目标，我们还计划研究儿童语言/读写技能和社交情感能力的技能增益轨迹之间随着时间的推移产生的交互影响，并探索作为早期小学环境的函数的持续项目效果的潜在调节作用（即，教学质量、课堂环境和师生关系质量）。该提案的第二个主要目标是评估以家长为中心的 REDI 计划扩展的额外好处，该计划使用随机对照设计，并以 200 名在原县参加 Head Start 教室的儿童作为新样本。以家长参与的 Head Start 传统为基础，REDI 的这一以家长为中心的扩展的目标是在 Head Start 年期间改善对儿童语言和社交情感技能发展的跨环境支持，并在孩子搬家时提供过渡支持从 Head Start 进入幼儿园。对这个新样本的纵向评估将持续三年（4岁时进行预测试；幼儿园结束时进行后测试，一年级结束时进行后续评估）。将采用多方法、多信息测量来评估以家长为中心的 REDI 扩展对儿童口语技能、新兴识字技能、学习参与度、社交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，并确定它们对儿童结果的调节程度。