THE NICHD STUDY OF EARLY CHILD CARE--PHASE 3

描述：（改编自申请人的描述）目标 NICHD 早期儿童保育研究的第二阶段旨在延长 对一组患者进行协作（10 个中心）前瞻性纵向研究 1247 名儿童及其家人，在一个月大时首次入学， 到 3 岁（第一阶段）进行强化学习。 调查人员建议 跟踪这些科目直至一年级，以便调查： (a) 早期替代护理的影响（定义为质量、 数量、类型、发病年龄和稳定性）对儿童发育的影响 在学前阶段和过渡到学校期间； （二）方法 其中早期替代护理的效果由儿童调节 特征以及家庭和学校的经历；和（三） 将早期替代护理经验与 后来的结果。 第二阶段的设计涉及对儿童及其他们的深入研究 4 1/2 岁和一年级的父母在家里， 实验室、替代护理机构和学校（一年级）。 此外，数据将通过邮寄问卷和电话收集 幼儿园期间面试。 儿童成果评估将重点关注 (a) 社会情感发展，包括儿童的质量 与父母、朋友、老师的关系，情感上的 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， 学术成就、认知过程和语言； (c) 健康 状态，包括身体发育。 背景评估将重点关注 (a) 替代照料环境，包括质量、数量、类型、 发病年龄和稳定性； (b) 家庭环境，包括 家庭生活质量以及父母和结构特征；和（三） 学校环境，包括学校氛围、课程特色等 老师的行为。 研究人员计划评估与以下方式有关的四种模型： 哪些早期替代照料经历可能会影响发育：(a) 随着时间或暴露的时间逐渐增加的累积效应； (二) 早期替代护理经验的持久影响甚至持续 护理改变后； (c) 滞后效应或潜伏效应 同时明显，但出现在较晚的时间点；和（四） 早期替代护理的短暂影响会随着时间的推移而消失。 还将检查替代护理的并发效果。

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.