SUPPORTING 2 AND 3 YEAR OLD PRE-KINDERGARTEN READINESS

支持 2 岁和 3 岁儿童做好学前准备

• 批准号: 7699693
• 负责人: SUSAN LANDRY
• 金额: $ 39.7万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699693
• 关键词: 3 year old; Address; Area; Businesses; Child; Child Development; Condition; Data; Development; Educational Curriculum; Educational process of instructing; Growth; Intercept; Intervention; Intervention Studies; Language; Life; Low income; Mediation; Modeling; Parents; Poverty; Randomized; Rate; Readiness; Research; Sampling; Schools; Specific qualifier value; Techniques; Time; Treatment Efficacy; caregiving; follow-up; literacy; programs; social; social skills; teacher

This randomized intervention study will determine whether raising the quality of subsidized childcare programs for 2 and 3-year old children living in poverty will promote greater readiness for pre-Kindergarten (pre-K). We will target language, early literacy, social, and math development by adapting an approach that our research has proven effective with helping low income parents and teachers support young children's development. The study will include 60 classrooms in subsidized childcare settings that serve 2 and 3 year olds and will be carried out in the Houston, TX and Tallahassee, FL areas. Classrooms will be randomized to one of three conditions; 1) "business as usual" control, 2) School Readiness Curriculum with Responsive Practices, 3) School Readiness Curriculum with Responsive Practices plus an explicit social curriculum. Examining the added benefit of a social curriculum will address the ongoing debate regarding whether children need to be taught social skills in addition to responsive caregiving. For each classroom, eight children will be randomly chosen for assessment providing a total sample of 480 children across the three conditions across the five year project. We will determine the intervention impact by examining growth in teacher responsive strategies and use of well-specified curricula and in children's development three times across the intervention and at a 1 yr follow-up (end of pre-K). Using growth modeling analyses, with data from four assessments we will examine for differences in level (intercept) and rate of change (slope), and changes in the rate of growth (curvature) related to the intervention conditions. The importance of responsive teaching techniques for understanding more optimal development will be examined through mediation models and moderators of intervention efficacy also will be determined. Examining the extent to which Project 1 children are more advanced at the end of pre-K when compared to those in Project 2 that did not receive an enhanced early program will further determine the efficacy of the Project 1 intervention.

这项随机干预研究将确定是否提高补贴托儿的质量 居住在贫困中的2和3岁儿童的计划将促进幼儿园前的更高准备 （pre-k）。我们将通过调整一种方法来瞄准语言，早期识字，社会和数学发展 事实证明，我们的研究有效地帮助低收入的父母和教师支持幼儿 发展。该研究将包括在补贴的育儿环境中的60个教室，可服务2年和3年 奥尔兹（Olds）将在德克萨斯州休斯顿和佛罗里达州塔拉哈西（Tallahassee）进行。教室将随机分配给 三个条件之一； 1）“照常业务”控制，2）响应迅速的学校准备课程 实践，3）响应式实践以及明确的社会课程的学校准备课程。 研究社会课程的额外好处将解决有关是否是否存在的辩论 除了响应迅速的护理外，还需要教授社交技能。对于每个教室，八个 将随机选择儿童进行评估，为三个儿童提供480名儿童的样本 五年项目的条件。我们将通过检查的增长来确定干预的影响 教师反应迅速的策略和使用良好的课程以及在儿童成长中的使用三次 在整个干预措施中，并在1年的随访中（Pre-K结束）。使用增长建模分析，以及数据 从四个评估中，我们将检查水平（截距）和变化率（斜率）的差异，以及 与干预条件相关的生长速率（曲率）的变化。响应迅速的重要性 理解更多最佳发展的教学技术将通过调解进行检查 还将确定干预功效的模型和主持人。检查在哪个程度 与项目2中的项目1相比 接受增强的早期计划将进一步确定项目1干预的功效。