Promoting academic and social-emotional school readiness: the head start REDI program.
Promoting academic and social-emotional school readiness: the head start REDI program.
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DOI：
10.1111/j.1467-8624.2008.01227.x
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发表时间：
2008-11
影响因子：
4.6
通讯作者：
Gill S
中科院分区：
文献类型：
--
作者：
Bierman KL;Domitrovich CE;Nix RL;Gest SD;Welsh JA;Greenberg MT;Blair C;Nelson KE;Gill S
44个开端教室被随机分配到丰富的干预（开端REDI-基于研究，发展知情）或“常规做法”的条件。干预措施包括简短的课程，“动手”推广活动，和具体的教学策略与促进经验：1）社会情感能力，2）语言发展和新兴识字技能。向父母提供了可带回家的材料，以加强在家的技能发展。对356名4岁儿童的多方法评估跟踪了他们在一年计划中的进展。结果显示，在丰富的干预教室的词汇量，紧急识字，情感理解，社会问题解决，社会行为和学习参与的措施，有利于儿童的显着差异。影响进行了讨论，为发展模式的入学准备和早期教育计划和政策。
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI- Research-based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands on” extension activities, and specific teaching strategies linked empirically with the promotion of: 1) social-emotional competencies, and 2) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multi-method assessments of 356 4-year-old children tracked their progress over the course of the one-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem-solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.
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影响因子：
64.8
作者：
BRADLEY, L;BRYANT, PE
通讯作者：
BRYANT, PE
影响因子：
4.9
作者：
Coolahan, K;Fantuzzo, J;McDermott, P
通讯作者：
McDermott, P
影响因子：
4
作者：
Crick, NR;Casas, JF;Mosher, M
通讯作者：
Mosher, M
影响因子：
--
作者：
Barnett, WS
通讯作者：
Barnett, WS
DOI：
10.1207/s15374424jccp2003_3
发表时间：
1991-09-01
期刊：
JOURNAL OF CLINICAL CHILD PSYCHOLOGY
影响因子：
--
作者：
DUPAUL, GJ
通讯作者：
DUPAUL, GJ