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一个基于发展的干预方案，该方案被纳入现有的“先声夺人”方案，以促进社会经济处境不利儿童的入学准备。40个开端教室将被随机分配到丰富的干预开端（开端REDI -基于研究的发展知情）或“通常做法”开端。 采用纵向研究设计，每年对320名儿童的样本进行评估，为期四年（3岁时进行预测试; 4岁时进行后测试;分别在幼儿园和一年级结束时进行S岁和6岁的后续评估）。 将参加20个头启动REDI教室的160名儿童的发展轨迹和早期小学的调整进行比较，参加20个“通常的做法”头启动教室的160名儿童。丰富的干预措施将利用简短的教训，“动手”的推广活动，和具体的教学策略与促进经验：1）语言发展和新兴的识字技能，2）社会情感能力。我们会向家长提供可带回家的教材，以加强对在家发展技能的支持，并促进家长和教师的参与。对儿童结果的评估将包括多方法，多信息量的儿童社会情感能力，口语技能，紧急识字技能，认知能力和行为问题的措施。 教学过程将被衡量，以评估计划的保真度和与儿童成果的关系。分析将评估：1）干预对儿童技能发展和后期学校适应及成绩的影响，2）教学实践与儿童技能发展的关系，（干预忠诚度和一般教学策略）与儿童技能发展和学校适应的关系，3）儿童特征对干预效果的潜在调节作用，4）学前儿童语言/识字技能和社会情感能力的提高对学校适应的潜在中介作用，以及5）父母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.