The Impact of Family Educational Involvement on Low-income Children's Development

家庭教育参与对低收入儿童发展的影响

• 批准号: 7196015
• 负责人: Eric Dearing
• 金额: $ 9.37万
• 依托单位: BOSTON COLLEGE
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-04-01 至 2009-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7196015
• 关键词: Academic achievement; Achievement; Address; African American; Age; American; Attention; Berry; Birth; Characteristics; Child; Child Development; Chronic; Communication; Data; Development; Education; Emotional; Ethnic Origin; European; Evaluation; Failure; Family; Family Study; Family dynamics; Fostering; Funding; Goals; Growth; Head Start Program; Home environment; Impact evaluation; Income; Individual; Individual Differences; Intervention; Latino; Life; Link; Low income; Modeling; Nature; Outcome; Pattern; Policies; Poverty; Public Health; Risk; Role; Sampling; Sampling Studies; Schools; Science; Shapes; Social Sciences; Time; Title; Underachievement; Variant; cost; follow-up; improved; knowledge base; peer; programs; psychosocial; social

DESCRIPTION (provided by applicant): Public efforts to support the development of low-income children, such as Head Start and Title I, often include family educational involvement components, encouraging families to collaborate with educators. Implicit in such programs is the assumption that family participation in children's education will help alleviate developmental risk. Yet, these family involvement efforts have relied on a limited scientific knowledge base. The proposed study has two aims: (1) to examine within-family patterns of stability and change in educational involvement across the early school years, providing developmental models of family involvement dynamics; and (2) to examine associations between educational involvement and children's achievement and social-emotional functioning across the early school years both between-families (e.g., are between-family differences in cumulative involvement predictive of between-child differences in achievement?) and within-families (e.g., when involvement increases within a family, does child achievement improve?). The proposed study will use existing longitudinal data (i.e., from birth through the fifth grade) for 390 low-income children and their families who participated in an impact evaluation of the Comprehensive Child Development Program (CCDP) and the School Transition Study (STS). Individual growth models of these longitudinal data will be used to examine within-family patterns of change and between-family differences. The scientific contribution of the proposed study will be an increased understanding of the extent to which educational involvement is sensitive to changes in family and school contexts and the extent to which children's development is, in turn, sensitive to changes in involvement. As such, this study will help answer for whom, when, and under what circumstances are families likely to get involved in their children's education and for whom, when, and under what circumstances is this involvement likely to promote the development of low-income children. Findings will also be relevant for public health, helping improve the odds of healthy development for children living in low-income families by guiding intervention efforts to target the mechanisms that are most likely to increase family educational involvement among low-income families and, thereby, improve children's achievement and social-emotional functioning as well as identifying children and families most likely to respond positively to intervention efforts.

描述（由申请人提供）：支持低收入儿童发展的公共努力，如“启智计划”和“Title I”，通常包括家庭教育参与部分，鼓励家庭与教育工作者合作。这些项目隐含的假设是，家庭参与儿童教育将有助于减轻发展风险。然而，这些家庭参与的努力依赖于有限的科学知识基础。本研究有两个目的：(1)研究家庭早期教育参与的稳定性和变化模式，提供家庭参与动态的发展模型；(2)检查教育投入与儿童早期学业成就和社会情感功能之间的关系，包括家庭之间（例如，家庭之间累积投入的差异是否可以预测儿童之间成就的差异？）和家庭内部（例如，当家庭内部投入增加时，儿童成就是否会提高？）。拟议的研究将使用现有的纵向数据（即从出生到五年级）390低收入儿童及其家庭，他们参加了综合儿童发展计划（CCDP）和学校过渡研究（STS）的影响评估。这些纵向数据的个体成长模型将用于检查家庭内部的变化模式和家庭之间的差异。拟议研究的科学贡献将是增加对教育参与对家庭和学校环境变化的敏感程度以及儿童发展反过来对参与变化的敏感程度的理解。因此，这项研究将有助于回答谁、什么时候、在什么情况下家庭可能参与孩子的教育，以及为谁、什么时候、在什么情况下这种参与可能促进低收入儿童的发展。研究结果还将与公共卫生相关，通过指导干预工作以最可能增加低收入家庭家庭教育参与的机制为目标，从而帮助提高生活在低收入家庭的儿童健康发展的几率，从而提高儿童的成就和社会情感功能，并确定最有可能对干预工作作出积极反应的儿童和家庭。