Parent Engagement and Child Learning Birth to Five

描述（由申请人提供）：本研究将调查综合干预的效果，将父母参与和关系成分整合到以社区为基础的0-5岁儿童早期教育计划中。它将关注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（triadic, McCollum & Yates， 1994年；和joint， Sheridan, Kratochwill, & Bergan， 1996年）整合在一个既解决儿童学习问题又解决家长参与问题的干预措施中。本应用程序的目的是仔细评估以儿童和家长为中心的多组件干预的总体效益，该干预涉及家庭和中心/学校环境，旨在提高干预代理人的技能，以增加早期和持续的家长参与多种社会和学习环境。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后继续参与孩子的学习和表现。具体的研究目的是：(1)评估一个创新的、综合的服务提供系统对儿童认知、行为和社会情感结果的影响，并与目前的传统系统对5岁以下儿童进行比较；(2)评估建议的综合干预对父母参与（即温暖/敏感，支持儿童自主，积极参与学习和识字）的影响；(3)评估父母参与程度的变化对儿童发展的影响程度。

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.