Parent Engagement and Child Learning Birth to Five

家长参与和孩子从出生到五岁的学习

• 批准号: 6738584
• 负责人: SUSAN M SHERIDAN
• 金额: $ 102.1万
• 依托单位: UNIVERSITY OF NEBRASKA LINCOLN
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-26 至 2008-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6738584
• 关键词: behavioral /social science research tag; child (0-11); child behavior; child psychology; clinical research; cognition; human subject; interview; learning; parent offspring interaction; questionnaires; social behavior

DESCRIPTION (provided by applicant): This study will investigate the effects of a comprehensive intervention that integrates parent engagement and relationship components into a community-based early education program for children aged 0-5. It integrates a strong conceptual basis focusing on the context of dose relationships, and innovative service delivery models of consultation (triadic, McCollum & Yates, 1994; and conjoint, Sheridan, Kratochwill, & Bergan, 1996) in an intervention that addresses both child learning and parent engagement. The objective of this application is to carefully evaluate the overall benefits of a multicomponent child- and parent-focused intervention that addresses both home and center/school environments, and is designed to improve the skills of intervention agents to increase early and sustained parent engagement across multiple social and learning contexts. It includes the development of relationships within the home system (i.e., between the parent and child) and continued engagement in the child's learning and performance as s/he enters formal schooling environments. Specific research aims are to: (1) evaluate the effects of an innovative, comprehensive service delivery system on child cognitive, behavioral, and socioemotional outcomes, in comparison to the present conventional system for children under 5 years of age; (2) assess the impact of the proposed comprehensive intervention on parental engagement (i.e., warmth/sensitivity, support for child's autonomy, and active participation in learning and literacy); and (3) evaluate the extent to which child outcomes are mediated by changes in parental engagement. To address the extent to which children's cognitive, socioemotional, and behavioral functioning and parent engagement can be enhanced by the proposed intervention, we plan a randomized design to evaluate its impact on key outcomes predictive of school success. Additional analyses will specifically examine: (1) what child and family factors modify the intervention; (2) what components of the intervention, especially its timing at the ages of 0-3 versus 3-5, affect the outcome; and (3) the longitudinal pattern of change within each child. The approach is designed to advance the research base from one that focuses simply on "child readiness" for school to one that addresses "parent and child readiness" to engage in schooling across the early childhood spectrum and transitions across contexts. We plan to model the between-groups and within-child trajectories to better understand the timing and nature of changes indicating school readiness. Outcomes will be measured through standardized, validated instruments and observations of parent-child relationships.

描述（由申请人提供）：本研究将调查综合干预措施的效果，该干预措施将家长参与和关系成分整合到针对 0-5 岁儿童的社区早期教育计划中。它在解决儿童学习和家长参与的干预措施中整合了注重剂量关系背景的强大概念基础和创新的咨询服务提供模式（三元，McCollum＆Yates，1994；联合，Sheridan，Kratochwill，＆Bergan，1996）。该应用程序的目的是仔细评估以儿童和家长为中心的多组成部分干预措施的总体效益，该干预措施涉及家庭和中心/学校环境，旨在提高干预人员的技能，以提高家长在多个社会和学习环境中的早期和持续参与。它包括家庭系统内（即父母和孩子之间）关系的发展，以及在孩子进入正规学校环境时持续参与孩子的学习和表现。具体研究目的是： (1) 与目前针对 5 岁以下儿童的传统系统相比，评估创新的综合服务提供系统对儿童认知、行为和社会情感结果的影响； (2) 评估拟议的综合干预措施对父母参与的影响（即温暖/敏感、对儿童自主的支持以及积极参与学习和识字）； (3) 评估父母参与度变化对儿童结局的影响程度。 为了解决所提出的干预措施可以在多大程度上提高儿童的认知、社会情感和行为功能以及家长参与度，我们计划进行随机设计，以评估其对预测学校成功的关键结果的影响。 其他分析将具体检查：（1）哪些儿童和家庭因素会影响干预措施； (2) 干预的哪些组成部分，尤其是在 0-3 岁和 3-5 岁时的干预时机，会影响结果； (3) 每个孩子的纵向变化模式。该方法旨在将研究基础从仅仅关注“儿童入学准备情况”转变为解决“家长和儿童准备情况”以参与整个幼儿期学校教育和跨环境过渡的研究基础。我们计划对组间和儿童内部的轨迹进行建模，以更好地了解表明入学准备情况的变化的时间和性质。结果将通过标准化、经过验证的工具和对亲子关系的观察来衡量。