Early Childhood Education: Effects on Adult Adaptation

幼儿教育：对成人适应的影响

• 批准号: 6876569
• 负责人: FRANCES A. CAMPBELL
• 金额: $ 25.17万
• 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/6876569
• 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.

本研究旨在探讨早期儿童教育对低收入家庭出生的人成年适应的长期影响，并确定与其成年生活成功结局相关的因素，特别是与早期儿童教育干预有关的因素。该提案是跟踪两个样本的个人登记为婴儿在两个前瞻性随机试验之一的早期儿童教育的儿童在学校失败的风险：初学者项目和项目照顾。合并样本中有96%是非洲裔美国人。在这一后续行动中，目标人群的年龄将在28-30岁之间;这是一个预期他们完成正规教育并开始职业生涯的人生阶段， 家庭还将探讨儿童早期对成人功能的影响以及风险和保护因素的作用的中介。现有的数据集涵盖了样本的婴儿期、幼儿期和青春期。这两项研究的参与者都被跟踪到12岁。仅对于初学者研究，还收集了15岁和21岁时的数据。早期干预的教育和学术方面的显着好处仍然被认为是后者在年轻的成年，但它还为时过早，在他们的生活中充分描述的范围内，他们将显示成人适应。将CARE参与者纳入这项关于成人能力和适应能力的研究，将扩大病例数量，足以使人们能够更可靠地估计 强化幼儿教育的长期影响以及描述长期发展的复杂预测模型的测试。这里收集的新数据将描述成人适应教育水平，职业成功和经济环境，以及社会情绪调整，包括心理健康，心理健康，与重要他人的关系，父母身份和建设性的生活方式。治疗对成人能力影响的中介因素可能包括早期认知发展、学业进步、儿童期行为调整、先前的教育程度和掌握感。风险和保护因素可能包括父母特征（例如，心理健康），早期家庭环境的质量，童年时期的家庭稳定性，当前的压力，感知的社会支持和种族主义经历。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。