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Early Learning Abilities Promoting Success in Education (ELAPSE): Findings from the Millennium Cohort Study and directions of a new longitudinal study

早期学习能力促进教育成功（ELAPSE）：千年队列研究的结果和新纵向研究的方向

基本信息

批准号：
ES/N002679/1
负责人：
Marisol Basilio Seyler
金额：
$ 31万
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2016
资助国家：
英国
起止时间：
2016 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FN002679%2F1
关键词：
Early Learning Abilities Promoting Success

项目摘要

Despite the wide acknowledgment that adverse early life conditions negatively influence cognitive development (e.g. longitudinal UK data Feinstein, 2003; Jerrim & Vignoles, 2013; Schoon, Hope, Ross, & Duckworth, 2010), little is known about how this influence operates and changes over time (Shonkoff & Levitt, 2010). The aim of the proposal is to investigate quantitatively the developmental mechanisms by which children's early learning skills and life conditions result in different later educational outcomes. It has two research strands. The first strand's purpose is conducting secondary analyses of the longitudinal Millennium Cohort Study (MCS) data in order to distinguish children's profiles, examine developmental trajectories, and estimate models of early child development asking specifically how early learning abilities influence school readiness and later educational success. The second strand's goal is undertaking a systematic review and organising a panel of experts in order to inform a feasibility evaluation for a future longitudinal study of early development, with a significant emphasis on the role of self-regulation and play. The intention would be to develop a proposal for an enhancement for the new ESRC birth cohort study, the Life Study.These two strands will take a child-centred developmental approach and consider children's characteristics across socio-economic backgrounds. The project will inform policy aimed at promoting children's school readiness to reduce later educational disadvantage. Consequently, the proposal targets two of the ESRC's strategic priorities, i.e. influencing behaviours and informing interventions (by understanding the development of learning-related skills) in order to promote a vibrant and fair society (by contributing to the reduction of the educational attainment gap). This is an interdisciplinary initiative bringing together developmental and educational sciences. It makes use of an existing longitudinal database and develops capability in advanced quantitative methods, all of which is encouraged by the ESRC.Funding this project represents an investment in the career development of young quantitative researcher addressing social issues about child poverty and early education through the understanding of early developmental psychological processes. It involves a rigorous skills development plan and a strong strategy for generating high impact upon academic and non-academic users.

尽管人们普遍认为，不良的早期生活条件会对认知发展产生负面影响（例如，英国纵向数据Feinstein, 2003; Jerrim & Vignoles, 2013; Schoon, Hope, Ross, & Duckworth, 2010），但人们对这种影响如何随着时间的推移而运作和变化知之甚少（Shonkoff & Levitt, 2010）。该建议的目的是定量研究儿童早期学习技能和生活条件导致不同后期教育成果的发展机制。它有两个研究方向。第一部分的目的是对纵向千年队列研究（MCS）数据进行二次分析，以区分儿童概况，检查发展轨迹，并评估儿童早期发展模型，特别是早期学习能力如何影响入学准备和后来的教育成功。第二部分的目标是进行系统的审查，并组织一个专家小组，以便为未来的早期发展纵向研究提供可行性评估，重点强调自我调节和玩耍的作用。目的是为新的ESRC出生队列研究，即生命研究，提出一项改进建议。这两个方面将采取以儿童为中心的发展方法，并考虑不同社会经济背景下儿童的特点。该项目将为旨在促进儿童入学准备以减少以后教育劣势的政策提供信息。因此，该提案针对社会、经济和社会委员会的两个战略优先事项，即影响行为和告知干预措施（通过了解与学习有关的技能的发展），以促进一个充满活力和公平的社会（通过促进缩小教育成就差距）。这是一项跨学科的倡议，汇集了发展科学和教育科学。它利用了现有的纵向数据库，并发展了先进定量方法的能力，所有这些都得到了ESRC的鼓励。资助这个项目是对年轻定量研究人员职业发展的投资，通过对早期发展心理过程的理解来解决有关儿童贫困和早期教育的社会问题。它包括严格的技能发展计划和强有力的战略，以对学术和非学术用户产生高影响。