Pre-Kindergarten Curriculum: Literacy and Relationships

描述(由申请人提供)：这项幼儿教育和学校准备计划补助金将开发一门关于早期识字和社会关系/自我调节技能的综合课程，用于在国家资助的幼儿园实施和评估。本规划年支持实施和评价研究的设计。拟议的课程单元是一个全面的早期识字方案，包括多个组成部分(例如，语音意识、拼写意识、口语和识字动机)，并与通过儿童与教师关系(例如，理解情绪、合作、任务导向、课堂管理)促进儿童社会关系和自我调节技能的综合方法相结合。课程将通过六种拟议的培训方法来实施，这些方法在培训信息的原始来源(仅书面材料或书面材料加示范/讲习班)和向教师提供的后续支助(无、通过网络提供远程支助或现场支助)方面有系统的不同。培训和课程干预对教师和儿童的影响将在学龄前一年(针对学龄前教师和儿童)在全州范围内针对高危儿童和进入幼儿园的儿童的学前计划进行评估。将通过随机设计和收集观察性评估和标准化测试(针对儿童)对(教师和儿童)执行忠诚度和结果进行评估。本规划年的成果将是组建一个管理和调查小组，设计和编写扫盲和社会/自我管理技能方面的课程材料，对样本进行登记和随机分组，最后确定数据收集程序，并编制R-01。简而言之，其目的是：(1)在扫盲和社会关系/自我调节干预方面与全州的学前方案和顾问形成合作；(2)设计关于早期扫盲和社会关系/自我调节技能的全面/综合课程，并在培训学前教师方面制定有计划的变化，以实施这一课程，以及(3)设计一项随机试验(抽样、指导、人员配备)，以评估课程和培训对学前和一年级儿童以及实施学前教师的影响。

DESCRIPTION (provided by applicant): This Early Childhood Education and School Readiness Planning Grant will develop an integrative curriculum in early literacy and social relationship/self-regulation skills for implementation and evaluation in state-funded pre-k classrooms. This planning year supports design of the implementation and evaluation study. The proposed curriculum module is a comprehensive early literacy program inclusive of multiple components (e.g., phonological awareness, orthographic awareness, oral language and literacy motivation) and is integrated with a comprehensive approach to facilitating children's social relationship and self-regulatory skills through child-teacher relationships (e.g., understanding emotions, cooperation, task orientation, classroom management). The curriculum will be implemented through six proposed approaches to training that vary systematically in terms of the original source of training information (written materials only or written plus demonstration/workshop) and the follow-up support available to teachers (none, distal support via the Web, or on-site). Effects of the training and curricular intervention on teachers and children will be evaluated in the pre-k year (for pre-k teachers and children) in a statewide pre-k program for high-risk children and for the children as they move into kindergarten. Evaluation of implementation fidelity and outcomes (for teachers and children) will be conducted via a randomized design and through collection of observational assessments and standardized tests (for children). The results of this planning year will be the formation of a management and investigative team, design and development of the curriculum materials in literacy and social/self-regulation skills, enrollment of the sample and randomization of the groups, finalization of the data collection procedures, and preparation of the R-01. In short, the aims are to: (1) Form a collaboration with statewide pre-k programs and consultants in literacy and social relationship/self-regulation interventions; (2) Design a comprehensive/integrated curriculum in early literacy and social relationship/self-regulation skills and develop planned variations in training pre-k teachers to implement this curriculum, and (3) Design a randomized trial (sample, intrumentation, staffing) to evaluate the curriculum and training in terms of effects on children in the pre-k and 1st year and the implementing pre-k teachers.