COGNITIVE AND SOCIAL OUTCOMES OF PRESCHOOL CURRICULA

学前课程的认知和社会成果

• 批准号: 7699699
• 负责人: CHRISTOPHER J LONIGAN
• 金额: $ 4.74万
• 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/7699699
• 关键词: 4 year old; Achievement; Affect; Belief; Businesses; Characteristics; Child; Child Development; Class; Cognitive; Community Health Education; Condition; Data; Development; Disputes; Education; Educational Curriculum; Educational Intervention; Educational process of instructing; Effectiveness; Elements; Emotional; Family; Foundations; Goals; Growth; Indium; Individual; Instruction; Intervention; Intervention Studies; Knowledge; Language; Learning; Life; Linear Models; Link; Methods; Monitor; Motivation; Numbers; Nursery Schools; Oral; Outcome; Performance; Poverty; Price; Printing; Problem behavior; Procedures; Process; Randomized; Rate; Readiness; Reading; Relative (related person); Reporting; Research; Risk; School Teachers; Schools; Students; Time; Uncertainty; United States; Variant; Vocabulary; Voice; Work; base; design; early childhood; experience; interest; literacy; phonology; prevent; programs; scaffold; skills; social; social skills; success; teacher

The problem of school readiness is significant. The most recent results of the National Association of Educational Progress indicate that among 4th grade children in the United States only 31% perform at or above proficient levels in reading and math. In both domains, children from lower SES backgrounds performed significantly below the levels of achievement attained by children from higher SES backgrounds, indicating that the effects of poverty on the development of children's skills evident in preschool are persistent. The primary aims of this randomized intervention study are to determine if (a) a high quality school readiness curriculum will significantly and substantially increase the later academic performance of 4- year-old children who are at risk of academic difficulties because of conditions associated with living in poverty, (b) substantial differences in children's socio-emotional development are obtained depending on whether the curriculum includes an explicit curriculum component designed to promote socio-emotional skills versus an implicit socio-emotional curriculum achieved by high quality professional development, and (c) curriculum-linked assessment promotes greater teacher scaffolding of children's school readiness skills compared to progress monitoring assessment. Using block-randomization, 100 classrooms in two waves of 50 classes in Tallahassee, FL and Houston, TX will be assigned to 5 treatment conditions: (a) "business as usual" control classes, (b) explicit socio-emotional curriculum with progress monitoring assessment, (c) explicit socio-emotional curriculum with curriculum-linked assessment, (d) implicit socio-emotional curriculum with progress monitoring assessment, and (e) implicit socio-emotional curriculum with curriculum-linked assessment. Multi-level hierarchical linear modeling will examine effects of curriculum variations for 8 children from each class (N = 800 total) who will be randomly selected for assessments to be conducted at the start, middle, and end of the preschool year, as well as at the end of kindergarten and first grade.

入学准备问题很重要。全国人大联合会最新成果 教育进步表明，在美国四年级的儿童中，只有 31% 的成绩达到或等于 阅读和数学高于熟练水平。在这两个领域，来自较低社会经济地位背景的儿童 表现明显低于来自较高社会经济地位背景的儿童所取得的成就水平， 表明贫困对学前儿童技能发展的明显影响是 执着的。这项随机干预研究的主要目的是确定 (a) 是否具有高质量 入学准备课程将显着并实质性地提高 4- 由于生活条件而面临学业困难风险的 7 岁儿童 贫困，(b) 儿童社会情感发展的显着差异取决于 课程是否包含旨在促进社会情感技能的明确课程组成部分 与通过高质量专业发展实现的隐性社会情感课程相比，以及（c） 与课程相关的评估促进教师更好地掌握儿童的入学准备技能 与进度监测评估相比。使用分块随机化，分两波进行 100 个教室 佛罗里达州塔拉哈西和德克萨斯州休斯顿的 50 个班级将被分配到 5 种治疗条件：(a)“业务作为 通常”控制课程，(b) 带有进度监测评估的明确社会情感课程，(c) 具有课程相关评估的显性社会情感课程，(d) 隐性社会情感课程 进行进度监测评估，以及（e）与课程相关的隐性社会情感课程 评估。多级分层线性模型将检查课程变化的影响 8 每个班级的孩子（总共 800 名）将被随机选择进行评估 学前班的开始、中期和结束，以及幼儿园和一年级结束时。