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可以提高补贴儿童保育的质量 针对 2 岁和 3 岁贫困儿童的计划将促进他们为学前教育做好准备 （学前班）。我们将通过采用以下方法来瞄准语言、早期读写能力、社交和数学发展： 事实证明，我们的研究可以有效帮助低收入父母和教师支持幼儿 发展。该研究将包括 60 个位于补贴托儿机构的教室，为 2 年级和 3 年级学生提供服务 并将在德克萨斯州休斯顿和佛罗里达州塔拉哈西地区进行。教室将被随机分配 三个条件之一； 1) “一切照旧”控制，2) 响应式入学准备课程 实践，3）学校准备课程与响应实践加上明确的社会课程。 检查社会课程的额外好处将解决关于是否可以进行持续的争论。 除了积极的照顾之外，还需要向儿童传授社交技能。每个教室八个 将随机选择儿童进行评估，三个项目的总共 480 名儿童样本 整个五年项目的条件。我们将通过检查增长来确定干预的影响 教师响应策略以及使用明确的课程和儿童发展三次 整个干预期间和一年的随访（学前班结束）。使用增长模型分析和数据 我们将通过四次评估来检查水平（截距）和变化率（斜率）的差异，以及 生长率（曲率）的变化与干预条件有关。响应式的重要性 将通过调解检验理解更优化发展的教学技巧 干预效果的模型和调节因素也将被确定。检验其程度 与项目 2 中未完成学前教育的儿童相比，项目 1 的儿童在学前班结束时的进步更大 接受增强的早期计划将进一步确定项目 1 干预措施的有效性。