Preschool Curricula: Outcomes and Developmental Processes

学前课程：成果和发展过程

• 批准号: 7477464
• 负责人: SUSAN LANDRY
• 金额: $ 139.72万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-30 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7477464
• 关键词: Preschool; Curricula; Outcomes; Developmental; Processes

DESCRIPTION (provided by applicant): The program project objectives are to determine the: 1) effectiveness of school readiness interventions for 2 to 4 yr old children from poverty in center-based settings, 2) role of teacher behavior change in mediating school readiness, and 3) developmental processes (e.g., social, language, cognitive) that influence intervention efficacy on these outcomes. Approaches to supporting young children's learning across a range of skills (i.e., language, literacy, math, social) have overlooked key areas or attended to them in piecemeal ways. The central theme is to test integrated instructional content and processes on social and cognitive learning and mechanisms that explain how this occurs. Five projects and two cores (Administrative, Statistical/ Measurement) are included. Project 1 (2-3 yr old intervention) will test, in a randomized design, the impact of a cognitive curriculum with responsive teaching practices in contrast to its pairing with an explicit social curriculum. Project 2 (pre-K intervention) parallels Project 1 goals with a 4 yr old cohort and also examines the advantage of curriculum linked vs. general progress monitoring. Projects 3-5 will examine the developmental processes that explain intervention effects and how the intervention impacts specific developmental areas. Project 3 (social) will examine chains of mediation between the interventions and outcomes that target the role of social-emotional processes (e.g., emotional understanding, effortful control). Project 4 (language, theory of mind) addresses: a) how language growth promotes academic achievement and growth in theory of mind skills and b) the role that home and school language input play in this process. Project 5 (math) examines whether the developmental trajectories of early math domains predict academic outcomes and examines their precursors. This research program will determine the content, processes, and timing necessary to promote school readiness and the mediating and moderating factors and provide important cross-discipline insights into the interrelation of children's cognitive and social skills.

描述（由申请人提供）：该计划的项目目标是确定：1​​) 对中心环境中 2 至 4 岁贫困儿童的入学准备干预措施的有效性，2) 教师行为变化在调节入学准备方面的作用， 3) 影响这些结果的干预效果的发展过程（例如社交、语言、认知）。支持幼儿学习一系列技能（即语言、识字、数学、社交）的方法忽视了关键领域或以零敲碎打的方式关注这些领域。中心主题是测试社会和认知学习的综合教学内容和过程以及解释其如何发生的机制。包括五个项目和两个核心（管理、统计/测量）。项目 1（2-3 岁干预）将通过随机设计测试认知课程与响应式教学实践的影响，以及与显性社会课程的搭配。项目 2（学前干预）与项目 1 的目标相似，以 4 岁儿童为对象，并检验了课程相关与一般进度监控的优势。项目 3-5 将研究解释干预效果以及干预如何影响特定发展领域的发展过程。项目 3（社会）将检查针对社会情绪过程（例如情绪理解、努力控制）作用的干预措施和结果之间的中介链。项目 4（语言、心理理论）涉及：a）语言成长如何促进学业成绩和心理理论技能的发展，以及 b）家庭和学校语言输入在此过程中发挥的作用。项目 5（数学）研究早期数学领域的发展轨迹是否可以预测学术成果并检验其前兆。该研究计划将确定促进入学准备所需的内容、过程和时间安排以及中介和调节因素，并为儿童认知和社交技能的相互关系提供重要的跨学科见解。