THE NICHD STUDY OF EARLY CHILD CARE

NICHD早期儿童保育研究第二阶段的目标是扩大 协作（10个中心）前瞻性纵向研究， 1247名儿童及其家庭，第一次在一个月大时入学， 第三阶段（Phase I）。我们建议按照这些 （a）对儿童的影响; 早期替代护理（根据质量、数量、类型、发作时间 年龄和稳定性）对学龄前儿童发展的影响 （B）早期教育的影响方式 交替照料受儿童特征和经验的影响 （c）调解过程， 替代护理经验与后来的结果。 第二阶段的设计涉及对儿童及其父母的深入研究 在4-1/2岁和一年级的时候，在他们的家里，实验室， 交替护理环境和学校（一年级）。此外，数据将 通过邮寄问卷和电话采访收集， 幼儿园儿童结果评估将侧重于（a）社会-情感 发展，包括儿童与其父母的关系的质量 父母，朋友和老师;情绪调节，社交能力， 行为问题和自我感知;（B）认知发展， 包括一般的智力功能，学术成就， 认知过程和语言;以及（c）健康状况，包括 身体成长背景评估将侧重于：（a）替代照料 环境，包括质量、数量、类型、发病年龄和稳定性; (b)家庭/家庭环境，包括家庭生活质量，以及 家长和结构特点;以及（c）学校环境， 包括校风、课程特色、教师行为等。 我们计划评估四种模型，这些模型与早期 替代照料经历可能影响发育：（a）累积效应 （B）早期的持久影响 替代照料经历，即使在改变照料方式后仍继续存在;（c） 滞后或睡眠效应，不明显，同时，但出现在 一个较晚的时间点;以及（d）早期替代护理的短暂影响 会随着时间流逝而消失交替护理的并发影响也将是 考察

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). We 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 structuring characteristics; and (c) school environment, including school climate, curricular features, and the teacher's behavior. We 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.