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: 6943164
• 负责人: SUSAN M SHERIDAN
• 金额: $ 101.71万
• 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 2008-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6943164
• 关键词: behavioral /social science research tag; child (0-11); child behavior; child psychology; clinical research; cognition; human subject; interview; learning; parent offspring interaction; questionnaires; social behavior

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(申请人提供)：这项研究将调查一项综合干预措施的效果，该干预措施将父母参与和关系因素纳入以社区为基础的0-5岁儿童早期教育计划。它结合了一个强有力的概念基础，侧重于剂量关系的背景和创新的咨询服务提供模式(Triadi，McCollum&Yates，1994；以及ConJoint，Sheridan，Kratochwill，&Bergan，1996)，作为一种干预措施，既解决了儿童学习问题，也解决了家长参与问题。此应用程序的目标是仔细评估针对家庭和中心/学校环境的、以儿童和家长为中心的多组件干预的总体好处，旨在提高干预代理的技能，以提高家长在多种社交和学习环境中的早期和持续参与。它包括在家庭系统内(即父母和孩子之间)发展关系，以及在S进入正规学校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岁以下儿童的常规系统相比，评估创新的综合服务提供系统对儿童认知、行为和社会情绪结果的影响；(2)评估拟议的综合干预对父母参与的影响(例如，温暖/敏感、支持儿童自主以及积极参与学习和识字)；以及(3)评估父母参与的变化在多大程度上影响儿童的结果。 为了解决儿童的认知、社会情绪和行为功能以及家长参与度可以通过拟议的干预措施得到提高的程度，我们计划进行一项随机设计，以评估其对预测学校成功的关键结果的影响。其他分析将具体检查：(1)哪些儿童和家庭因素改变了干预；(2)干预的哪些组成部分，特别是0-3岁与3-5岁的时机，影响了结果；以及(3)每个儿童体内的纵向变化模式。这一方法旨在推动研究基础从单纯专注于上学的“儿童准备”，转变为解决“家长和儿童准备”的问题，以便在幼儿阶段和不同背景下参与学校教育。我们计划对群体间和儿童内部的轨迹进行建模，以更好地理解表明入学准备情况的变化的时机和性质。将通过标准化的、经过验证的工具和亲子关系观察来衡量结果。