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: 7288381
• 负责人: SUSAN M SHERIDAN
• 金额: $ 98.33万
• 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 2010-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7288381
• 关键词: Address; Administrator; Advocate; Affect; Age; Age-Years; Appendix; Area; Behavioral; Birth; Child; Child Development; Child Support; Classification; Cognitive; Collaborations; Communities; Condition; Consultations; Curiosities; Development; Dose; Education; Educational process of instructing; Effectiveness of Interventions; Environment; Evaluation; Family; Fostering; Goals; Growth; Home environment; Interdisciplinary Study; Intervention; Intervention Studies; Knowledge; Language; Learning; Letters; Maintenance; Measures; Mediating; Mental Depression; Modeling; Nature; Nebraska; Outcome; Parent-Child Relations; Parenting behavior; Parents; Pattern; Performance; Philosophy; Pilot Projects; Poverty; Process; Program Effectiveness; Provider; Randomized; Range; Rate; Readiness; Relative (related person); Research; Research Infrastructure; Research Personnel; Resources; Risk; Schools; Science; Scientific Evaluation; Services; Socialization; Stress; Structure; System; Time; Translating; Triad Acrylic Resin; United States; Universities; Work; aged; base; concept; design; desire; early childhood; experience; improved; innovation; instrument; literacy; member; programs; skills; social; social stress; success; theories; therapy design

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）：本研究将调查一项综合干预措施的效果，该措施将父母参与和关系组成部分整合到0-5岁儿童的社区早期教育计划中。它整合了一个强大的概念基础，侧重于剂量关系的背景下，和创新的服务提供模式的咨询（三元，麦科勒姆和耶茨，1994年;和联合，谢里丹，Kratochwill，和Bergan，1996年）的干预，解决了儿童学习和家长的参与。该应用程序的目的是仔细评估一个多成分的儿童和家长为中心的干预，解决家庭和中心/学校环境的整体效益，旨在提高干预代理的技能，以增加早期和持续的家长参与在多个社会和学习环境。它包括家庭系统内关系的发展（即，父母和孩子之间），并在孩子进入正规学校教育环境时继续参与孩子的学习和表现。具体的研究目标是：（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/敏感性，对儿童自主性的支持，以及积极参与学习和识字）;（3）评估父母参与的变化在多大程度上介导了儿童的结果。 为了解决儿童的认知，社会情感和行为功能和父母的参与程度可以通过拟议的干预措施得到加强，我们计划一个随机设计，以评估其对预测学校成功的关键成果的影响。 额外的分析将具体检查：（1）哪些儿童和家庭因素会改变干预;（2）干预的哪些组成部分，特别是在0-3岁与3-5岁之间的时间，会影响结果;（3）每个儿童内部的纵向变化模式。该方法旨在将研究基础从单纯侧重于“儿童入学准备”的基础推进到解决“父母和儿童入学准备”的基础，以参与整个幼儿期范围的学校教育和跨环境的过渡。我们计划对组间和儿童内的轨迹进行建模，以更好地了解表明入学准备的变化的时间和性质。结果将通过标准化的、经过验证的工具和对亲子关系的观察来衡量。

项目成果

A randomized trial examining the effects of parent engagement on early language and literacy: the Getting Ready intervention.

一项随机试验，研究父母参与对早期语言和读写能力的影响：准备干预。

• DOI: 10.1016/j.jsp.2011.03.001
• 发表时间: 2011
• 期刊: Journal of school psychology
• 影响因子: 5
• 作者: Sheridan,SusanM;Knoche,LisaL;Kupzyk,KevinA;Edwards,CarolynPope;Marvin,ChristineA
• 通讯作者: Marvin,ChristineA

GETTING READY: RESULTS OF A RANDOMIZED TRIAL OF A RELATIONSHIP-FOCUSED INTERVENTION ON THE PARENT-INFANT RELATIONSHIP IN RURAL EARLY HEAD START.

做好准备：对农村早期启蒙阶段亲子关系进行以关系为重点的干预的随机试验结果。

• DOI: 10.1002/imhj.21320
• 发表时间: 2012
• 期刊: Infant mental health journal
• 影响因子: 2.4
• 作者: Knoche,LisaL;Sheridan,SusanM;Clarke,BrandyL;Edwards,CarolynPope;Marvin,ChristineA;Cline,KeelyD;Kupzyk,KevinA
• 通讯作者: Kupzyk,KevinA

Implementation of a Relationship-Based School Readiness Intervention: A Multidimensional Approach to Fidelity Measurement for Early Childhood.

基于关系的入学准备干预的实施：幼儿保真度测量的多维方法。

• DOI: 10.1016/j.ecresq.2009.05.003
• 发表时间: 2010
• 期刊: Early childhood research quarterly
• 影响因子: 3.7
• 作者: Knoche,LisaL;Sheridan,SusanM;Edwards,CarolynP;Osborn,AllisonQ
• 通讯作者: Osborn,AllisonQ

Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies.

家长参与和入学准备：准备干预对学龄前儿童社交情感能力的影响。

• DOI: 10.1080/10409280902783517
• 发表时间: 2010
• 期刊: Early education and development
• 影响因子: 2.9
• 作者: Sheridan,SusanM;Knoche,LisaL;Edwards,CarolynP;Bovaird,JamesA;Kupzyk,KevinA
• 通讯作者: Kupzyk,KevinA

Efficacy of the Getting Ready Intervention and the Role of Parental Depression.

准备干预的功效和父母抑郁的作用。

• DOI: 10.1080/10409289.2014.862146
• 发表时间: 2014
• 期刊: Early education and development
• 影响因子: 2.9
• 作者: Sheridan,SusanM;Knoche,LisaL;Edwards,CarolynP;Kupzyk,KevinA;Clarke,BrandyL;Kim,ElizabethM
• 通讯作者: Kim,ElizabethM