Promoting School Readiness and Successful Transitions through Parent Training

通过家长培训促进入学准备和成功过渡

• 批准号: 8591802
• 负责人: Lorraine C. Taylor
• 金额: $ 15万
• 依托单位: 3-C INSTITUTE FOR SOCIAL DEVELOPMENT
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-01 至 2014-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8591802
• 关键词: Address; Administrator; Adolescence; Adolescent; Adult; Affect; Age; Behavioral; Child; Child Support; Communication; Data; Data Analyses; Development; Development Plans; Disadvantaged; Educational Intervention; Emotional; Endogenous depression; Evaluation; Exercise; Failure; Family; Federal Government; Fostering; Foundations; Goals; Home environment; Household; Informal Social Control; Instruction; Internet; Intervention; Knowledge; Learning; Libraries; Low income; Marketing; Minority; Modeling; Motion; Nursery Schools; Online Systems; Outcome; Parenting behavior; Parents; Phase; Play; Pregnancy in Adolescence; Problem Solving; Problem behavior; Professional Education; Randomized Clinical Trials; Readiness; Reporting; Research; Resources; Risk; Role; Rural Population; Schools; Self Efficacy; Shapes; Small Business Innovation Research Grant; Specific qualifier value; Students; Surveys; Technology; Testing; Training; Training Support; Translating; Visual; Work; aged; base; cost; cost effective; design; early childhood; efficacy testing; elementary school; emotional adjustment; evidence base; experience; flexibility; innovation; kindergarten; middle school; novel; parental involvement; parental role; peer; product development; programs; prototype; psychoeducation; psychoeducational; public health relevance; skills; social; social skills; success; teacher; theories; tool

DESCRIPTION (provided by applicant): Early childhood research indicates that school readiness is a key determinant of a successful transition to school. Between 9.5% and 14.2% of young children experience social-emotional problems that negatively impact school-readiness, and nearly half of children with significant behavior problems at school entry demonstrate more serious behavioral and academic difficulties throughout elementary school and into adolescence. Moreover, children from disadvantaged backgrounds and those with emotional-behavioral challenges are likely to experience school transition problems. Evidence supports the value of parent-centered interventions for fostering positive child adjustment across this pivotal transition period. Increasing parents' skills and confidence in applying effective transition strategies with their child translates into positive adjustment outcomes for children, yet there isa dearth of evidence-based, easy to access programs that parents can use to facilitate their child's successful transition to formal schooling. The proposed SBIR project will directly address this critical issue by developing and testing a specialized online intervention for parents of children in early childhood designed to promote children's school readiness and successful transition to school. ParentWays for Early Childhood (PWEC) will be an innovative online parent training intervention that provides parents with effective psychoeducational resources and tools to help promote their child's school success while also fostering parental involvement and positive family-school relationships. Grounded in the Developmental Model of school transitions (Pianta & Kraft-Sayre, 2003), this Phase I project will accomplish three aims: (1) create the Phase I PWEC prototype with three training modules (Introduction, Transition to School, Parenting for Success) built on 3-C ISD's proprietary web-based platform for self-paced dynamic learning with hands-on interactive practice exercises; (2) conduct feasibility testing with key stakeholders, including childcare/daycare professionals (n=30), early childhood education professionals (n=30), and parents of children ages 3-5 (n=30); and (3) establish a detailed Phase II development and testing plan based on Phase I findings. Phase I research is expected to demonstrate strong support for the proposed product. With this foundation, Phase II full product development will begin followed by a randomized clinical trial examining treatment benefits for (1) parenting knowledge and self-efficacy and (2) child social skills, school adjustment, and emotional functioning across the school transition period. Through Phase II testing, the proposed product is expected to effectively increase parents' knowledge, self-efficacy, and skills for helping their child successfully transition to grade school. This intervention product will yield a commercially viable and valuable resource for a wide variety of parents, as well as early education professionals who work closely with parents of young children, to support the start of formal school.

描述（由申请人提供）：幼儿研究表明，入学准备是成功过渡到学校的关键决定因素。9.5%至14.2%的幼儿经历过对入学准备产生负面影响的社会情绪问题，近一半在入学时有严重行为问题的儿童在整个小学和青春期表现出更严重的行为和学业困难。此外，来自弱势背景的儿童和那些有情绪行为挑战的儿童可能会遇到学校过渡问题。有证据表明，在这个关键的过渡时期，以父母为中心的干预措施对培养积极的儿童适应能力具有重要价值。提高父母的技能和信心，在与他们的孩子应用有效的过渡策略转化为积极的调整结果的儿童，但有一个缺乏证据为基础的，易于访问的方案，父母可以用来促进他们的孩子成功过渡到正规学校。拟议的SBIR项目将直接解决这一关键问题，为幼儿期儿童的父母开发和测试专门的在线干预措施，以促进儿童的入学准备和顺利过渡到学校。ParentWays for Early Childhood（PWEC）是一个创新的在线家长培训干预，为家长提供有效的心理教育资源和工具，以帮助促进孩子的学业成功，同时促进家长参与和积极的家庭与学校关系。以学校转型发展模式为基础（Pianta & Kraft-Sayre，2003），该第一阶段项目将实现三个目标：（1）创建具有三个培训模块的第一阶段PWEC原型（入门、升学过渡、成功育儿）建立在3-C ISD专有的网络平台上，可进行自定进度的动态学习，并提供动手互动练习;（2）进行可行性测试， 主要利益相关者，包括儿童保育/日托专业人员（n = 30）、幼儿教育专业人员（n = 30）和3 - 5岁儿童的父母（n = 30）;以及（3）根据第一阶段的结果制定详细的第二阶段发展和测试计划。预计第一阶段研究将证明对拟议产品的有力支持。在此基础上，II期全面产品开发将开始，随后进行随机临床试验，检查治疗对（1）育儿知识和自我效能以及（2）儿童社交技能，学校适应和学校过渡期的情绪功能的益处。通过第二阶段的测试，拟议的产品预计将有效地增加家长的知识，自我效能和技能，帮助他们的孩子成功过渡到小学。这种干预产品将为各种各样的父母以及与幼儿父母密切合作的早期教育专业人员提供商业上可行和宝贵的资源，以支持正式学校的开始。