Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies.
Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies.
复制标题
家长参与和入学准备：准备干预对学龄前儿童社交情感能力的影响。
DOI：
10.1080/10409280902783517
复制
发表时间：
2010
影响因子：
2.9
通讯作者：
Kupzyk,KevinA
中科院分区：
文献类型：
--
作者：
Sheridan,SusanM;Knoche,LisaL;Edwards,CarolynP;Bovaird,JamesA;Kupzyk,KevinA
研究结果：父母与儿童的接触与学龄前儿童的一些适应性特征有关，家庭和专业人员之间的关系是入学准备的重要因素。此外，社会情感能力是幼儿入学准备的一个关键组成部分。本研究报告了一项旨在促进弱势学龄前儿童入学准备的家长参与干预（准备就绪）随机试验的结果，特别关注社会情感结果。220名儿童参与了为期4年的研究。在治疗组和对照组参与者之间观察到统计学显著差异，在2年的时间里，教师报告中某些人际能力的变化率（即，依恋、主动性和焦虑/退缩）。相比之下，在2年的时间内，两组之间没有统计学上的显着差异，注意到行为问题（愤怒/侵略，自我控制，或行为问题）作为一个功能的准备intervention.Practice或Policy：该干预似乎是特别有效的社会情感能力建设超出了经验丰富的影响，作为一个功能的参与，在头开始编程。局限性和对未来研究的影响进行了审查。
Research Findings:Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention.Practice or Policy:The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.