Early Childhood Education: Effects on Adult Adaptation

幼儿教育：对成人适应的影响

• 批准号: 6610192
• 负责人: FRANCES A. CAMPBELL
• 金额: $ 26.19万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-04-01 至 2008-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6610192
• 关键词: academic achievement; adult human (21+); behavioral /social science research tag; career; child behavior; clinical research; data collection methodology /evaluation; education; education evaluation /planning; employment /unemployment; functional ability; human subject; interview; longitudinal human study; low socioeconomic status; mental health; outcomes research; preschool child (1-5); quality of life; questionnaires; social adjustment; social behavior; social psychology; socioeconomics; student dropouts; training level

This study is to examine the long-term effects of early childhood education on the adult adaptation of persons born into low-income families and to identify factors associated with successful outcomes in their adult lives, particularly in relation to early childhood educational intervention. The proposal is to follow up two samples of individuals enrolled as infants in one of two prospective randomized trials of early childhood education for children at risk for school failure: The Abecedarian Project and Project CARE. The combined samples are 96% African American. For this follow-up, ages of the target persons will range from 28-30; a life stage where they are expected to have completed formal education and be establishing careers and families. Mediators of early childhood effects on adult functioning and the role of risk and protective factors will also be explored. Extant data sets cover the infancy, early childhood, and adolescence of the samples. Participants in both studies have been followed through age 12. For the Abecedarian study only, data were also collected at age 15 and 21 years. Significant educational and academic benefits related to early intervention were still seen for the latter in young adulthood but it was too early in their lives fully to describe the range of adult adaptation they would display. Including the CARE participants in this research on adult competence and adaptation will expand the number of cases enough to permit a more reliable estimate of the long-term effects of intensive early childhood education aswell as the testing of complex predictive models describing long-term development. New data to be collected here will describe adult adaptation in terms of educational levels, vocational success and economic circumstances, and socioemotional adjustment including mental health, psychological well-being, relationships with significant others, parenthood, and constructive life styles. Mediators of treatment effects on adult competence may include early cognitive development, academic progress, childhood behavioral adjustment, prior educational attainment, and the sense of mastery developed. Risk and protective factors may include parental characteristics (e.g., mental health), the quality of the early home environment, family stability in childhood, current stress, perceived social support, and experiences of racism. Procedures will include structured interviews, self-completed psychological scales and inventories, and a public records search.

这项研究是为了研究幼儿教育对低收入家庭的成人适应人的长期影响，并确定与成年人生活中成功结果相关的因素，尤其是与早期儿童教育干预有关的因素。该提议是跟进两个人的样本，这些样本是在两个前瞻性随机试验中，对儿童幼儿教育的一个前瞻性随机试验之一：面临学校失败风险的儿童：Abecedarian Project和Project Project Care。组合样品为96％的非裔美国人。对于此随访，目标人的年龄范围为28-30；期望他们已经完成正规教育并建立职业的生活阶段 家庭。还将探讨幼儿期对成人功能以及风险和保护因素的作用的介体。现存的数据集涵盖了样品的婴儿期，幼儿和青春期。两项研究的参与者均遵循到12岁。仅对于低端研究，还收集了15岁和21岁的数据。在成年后的后者中，仍然可以看到与早期干预有关的重要教育和学术利益，但现在已经完全描述了他们将展示的成人适应范围为时过早。在这项研究成人能力和适应研究的研究中包括护理参与者将扩大足够的案件数量，以允许更可靠的估计 强化幼儿教育的长期影响与描述长期发展的复杂预测模型的测试一样。这里要收集的新数据将在教育水平，职业成功和经济环境以及社会情感调整方面描述成人适应，包括心理健康，心理健康，与其他人的关系，父母身份和建设性的生活方式。治疗影响的介体对成人能力的影响可能包括早期认知发展，学术进步，儿童行为调整，事先教育成就以及发展的精通感。风险和保护因素可能包括父母的特征（例如心理健康），早期家庭环境的质量，童年的家庭稳定，当前的压力，感知的社会支持和种族主义经验。程序将包括结构化访谈，自我完成的心理量表和清单以及公共记录搜索。