THE NICHD STUDY OF EARLY CHILD CARE

描述：(根据申请者的描述改编)目标 NICHD早期儿童保育研究的第二阶段将延长 协作性(10个站点)前瞻性纵向研究 1247名儿童及其家人，在一个月大时首次注册，并 经过3岁的密集学习(第一阶段)。调查人员建议 跟踪这些科目直到一年级，以便进行调查： (A)早期交替护理的效果(根据质量定义， 数量、类型、发病年龄和稳定性)对儿童发育的影响 在学龄前阶段和向学校过渡期间；(B) 在这种情况下，早期交替照料的影响由孩子来调节 家庭和学校的特点和经历；和(C) 将早期交替护理经验与 后来的结果。 第二阶段的设计包括对儿童和他们的 4岁半的父母在家中上一年级， 实验室、交替护理环境和学校(一年级)。 此外，数据将通过邮寄的问卷和电话收集 幼儿园期间的访谈。儿童成果评估将重点放在 关于(A)社会--情感发展，包括儿童的素质 与父母、朋友和老师的关系，情感 适应、社交能力、行为问题和自我认知； (B)认知发展，包括一般智力功能； 学业成就、认知过程和语言；以及(C)健康 地位，包括身体成长。背景评估将重点放在 (A)替代护理环境，包括质量、数量、类型、 起始年龄和稳定性；(B)家庭/家庭环境，包括 家庭生活质量、父母和结构特征；及(C) 学校环境，包括校风、课程特色，以及 老师的行为。 研究人员计划评估四个模型，这些模型与 哪些早期交替护理经历可能影响发育：(A) 随着时间或接触逐渐增加的累积影响；(B) 持续的早期交替护理体验的持久影响 护理改变后；(C)滞后或睡眠效应不是 同时显示，但在稍后的时间点出现；和(D) 早期交替护理的短暂影响会随着时间的推移而消退。 交替护理的同时影响也将被检查。

DESCRIPTION: (Adapted from the applicant's description) The goal of Phase II of the NICHD Study of Early Child Care is to extend a collaborative (10-site) prospective longitudinal study of a cohort of 1247 children and their families, first enrolled at one month of age and studied intensively through age 3 (Phase I). The investigators propose to follow these subjects through first grade in order to investigate: (a) the effects of early alternate care (defined in terms of quality, quantity, type, onset age, and stability) on children's development during the preschool years and the transition to school; (b) the ways in which the effects of early alternate care are moderated by child characteristics and by experiences in the family and in school; and (c) the mediating processes linking early alternate care experiences with later outcomes. The Phase II design involves intensive study of children and their parents at 4 1/2 years and in first grade in their homes, the laboratory, alternate care setting, and school (first grade). Additionally, data will be collected by mailed questionnaires and phone interviews during kindergarten. Child outcome assessments will focus on (a) social-emotional development, including the quality of children's relationships with their parents, friends, and teachers, emotional adjustment, social competence, behavior problems, and self- perceptions; (b) cognitive development, including general intellectual functioning, academic achievement, cognitive processes, and language; and (c) health status, including physical growth. Context assessments will focus on (a) the alternate-care environment, including quality, quantity, type, onset age, and stability; (b) the home/family environment, including quality of home life, and parent and structural characteristics; and (c) school environment, including school climate, curricular features, and the teacher's behavior. The investigators plan to evaluate four models pertaining to the ways in which early alternate-care experiences may affect development: (a) cumulative effects that increase gradually over time or exposure; (b) durable effects of early alternate-care experience that continue even after changes in care; (c) lagged or sleeper effects that are not evident concurrently, but appear at a later point in time; and (d) transient effects of early alternate care that fade over time. Concurrent effects of alternate care also will be examined.