Head Start (Head Start REDI - Research-based Developme*

描述（由申请人提供）： 该项目包括实施和评估基于发展的干预计划，并将其纳入现有的启蒙计划中，以促进社会经济弱势儿童的入学准备。四十个 Head Start 教室将被随机分配到强化干预 Head Start（Head Start REDI - 基于研究的发展信息）或“通常练习”Head Start。 采用纵向研究设计，将在四年内每年对 320 名儿童进行评估（3 岁时进行预测试；4 岁时进行后测试；分别在 S 岁时和 6 岁时进行后续评估，即幼儿园结束时和一年级结束时）。 参加 20 个 Head Start-REDI 教室的 160 名儿童的发展轨迹和早期小学调整将与参加 20 个“通常练习”Head Start 教室的 160 名儿童进行比较。强化干预将利用简短的课程、“实践”扩展活动以及具体的教学策略，这些策略根据经验与促进相关：1）语言发展和新兴读写能力，2）社会情感能力。将向家长提供带回家的材料，以加强对家庭技能发展的支持并促进家长与教师的参与。对儿童结果的评估将包括对儿童社交情感能力、口语技能、新兴读写能力、认知能力和行为问题的多方法、多信息测量。 将对教学过程进行衡量，以评估项目的保真度以及与儿童成果的关系。分析将评估：1）干预对儿童技能发展以及后来的学校调整和成绩的影响，2）教学实践（干预保真度和一般教学策略）与儿童技能发展和学校调整之间的关系，3）儿童特征对干预效果的潜在调节，4）学前儿童语言/读写技能和社会情感能力的进步对学校调整的潜在调节，以及5）家长带回家的材料的使用和影响。此外，拟议的项目将包括旨在促进干预措施的可持续性和传播的活动。

DESCRIPTION (provided by applicant): This project consists of the implementation and evaluation of a developmentally based intervention program integrated into existing Head Start programs in order to promote the school readiness of socioeconomically disadvantaged children. Forty Head Start classrooms will be randomly assigned to the enriched intervention Head Start (Head Start REDI - Research-based Developmentally Informed) or to "usual practice" Head Start. Using a longitudinal study design, a sample of 320 children will be assessed annually over a four-year period (pre-test at age 3; post-test at age 4; follow-up assessments at age S and age 6, at the end of kindergarten and first-grade, respectively). The developmental trajectories and early elementary school adjustment of 160 children attending 20 Head Start-REDI classrooms will be compared to those of 160 children attending 20 "usual practice" Head Start classrooms. The enrichment intervention will utilize brief lessons, "hands on" extension activities, and specific teaching strategies linked empirically with the promotion of: 1) language development and emergent literacy skills, and 2) social-emotional competencies. Take-home materials will be provided to parents to enhance support for skill development at home and to foster parent-teacher involvement. Assessments of child outcomes will include multi-method, multi-informant measures of child social-emotional competencies, oral language skills, emergent literacy skills, cognitive abilities, and behavior problems. Teaching processes will be measured to assess program fidelity and relation to child outcomes. Analyses will assess: 1) the impact of intervention on child skill development and later school adjustment and achievement, 2) the relation between teaching practices (intervention fidelity and general teaching strategies) and child skill development and school adjustment, 3) the potential moderation of intervention effects by child characteristics, 4) the potential mediation of school adjustment by preschool gains in child language/literacy skills and social-emotional competencies, and 5) the use and impact of parent take-home materials. In addition, the proposed project will include activities designed to promote the sustainability and dissemination of the intervention.