PROJECT 1: Child Policy Fit in Experimental Early Childhood Interventions

项目 1：儿童政策适合实验性早期儿童干预措施

• 批准号: 8725522
• 负责人: George Andrew Farkas
• 金额: $ 14.75万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/8725522
• 关键词: Academic achievement; Accounting; Achievement; Adolescence; Adolescent Development; Age; Attention; Behavioral; Birth; Caring; Characteristics; Child; Child Care; Childhood; Cognitive; Data; Data Analyses; Data Set; Databases; Development; Disadvantaged; Economically Deprived Population; Economics; Education; Educational Curriculum; Educational Intervention; Elements; Emotional; Ensure; Environment; Evaluation; Evaluation Research; Family; Family Characteristics; Generations; Goals; Head Start Program; Home environment; Infant; Infant Development; Infant Health; Instruction; Intervention; Intervention Studies; Language; Lead; Learning; Low income; Mathematics; Measures; Methods; Nature; Nursery Schools; Oklahoma; Oral; Outcome; Performance; Persons; Policies; Policy Maker; Population; Predisposition; Preschool Child; Program Development; Quality of Care; Randomized; Readiness; Recommendation; Research; Research Personnel; Risk; Risk Factors; Schools; Science; Series; Staging; Students; Subgroup; Temperament; Testing; Time; Toddler; Training and Education; Treatment Efficacy; Variant; base; design; early childhood; environmental change; experience; high risk; human capital; improved; kindergarten; literacy; mathematical ability; meetings; peer; programs; research study; skills; standard measure; teacher; treatment effect

PROJECT SUMMARY (See instructions): We employ the child-environment fit perspective to derive and test hypotheses about which combinations of child, family, and child care program characteristics lead to larger child care treatment effects on cognitive and socio-emotional school readiness outcomes for children. We first test a compensatory hypothesis in which high-quality child care benefits at-risk children. This is an experimental test using data from five evaluations that employ an experimental manipulation of high-quality child care - t he Infant Health and Development Program (IHDP), Early Head Start (EHS), the National Head Start impact Study (NHSIS), and the randomized Preschool Curriculum Evaluation Research Study (PCER). Tests are also performed using the regression-discontinuity design of the Oklahoma Universal Pre-K program. A second set of experimental tests are of competing predictions from compensatory (least skilled children profit the most) and skill begets skill (the most skilled children profit the most) hypotheses using data from the IHDP, NHSIS, Oklahoma Pre-K, and PCER studies. Third, we use data from EHS, NHSIS, and PCER to test the protective hypothesis that certain personal and family factors protect at-risk children from the negative effects of low-quality care. We use these same data to test the cumulative disadvantage hypothesis that poor-quality programs are most detrimental for children with a high number of risk factors. Finally, we test the differential susceptibility hypothesis that children with difficult temperaments are at once hurt the most by low-quality care but helped the most by high-quality care. In addition, we will undertake analyses of two randomized databases ¿ the NHSIS and PCER -that provide very detailed information on variation in program characteristics, in order to determine which characteristics account for differential effects experienced by population subgroups. We will use an instrumental variables strategy that employs the variation in program characteristics due to the experimental treatment to provide unbiased estimates of the effects of these characteristics on child outcomes. We expect to produce recommendations for a new generation of preschool child care programs aimed at identifying effects of global and content-specific quality as well as other detailed aspects of quality, enabling program features to be better aligned to particular children's needs and background. In all cases in which data from the NHSIS are used to test these hypotheses, we will reconcile our results with those from Project Ill's use of distributional methods on the NHSIS.

项目摘要（参见说明）： 我们采用儿童环境适合度的视角来推导出并测试以下假设：儿童、家庭和儿童保育计划特征的组合会对儿童的认知和社会情感入学准备结果产生更大的儿童保育治疗效果。我们首先检验一个补偿性假设，即高质量的儿童保育有利于高危儿童。这是一项实验测试，使用来自五项评估的数据，这些评估采用了高质量儿童保育的实验操作——婴儿健康与发展计划 (IHDP)、早期启蒙 (EHS)、国家启蒙影响研究 (NHSIS) 和随机学前课程评估研究 (PCER)。测试还使用俄克拉荷马州通用学前班计划的回归不连续性设计进行。第二组实验测试是使用来自 IHDP、NHSIS、俄克拉荷马州 Pre-K 和 PCER 研究的数据，对补偿性假设（技能最差的儿童受益最多）和技能产生技能假设（技能最高的儿童受益最多）进行的相互竞争的预测。第三，我们使用来自 EHS、NHSIS 和 PCER 的数据来检验保护性假设，即某些个人和家庭因素可以保护高危儿童免受低质量护理的负面影响。我们使用这些相同的数据来检验累积劣势假设，即低质量的计划对具有大量风险因素的儿童最有害。最后，我们检验了差异易感性假设，即脾气不好的儿童会因低质量的护理而受到最大的伤害，但会因高质量的护理而得到最大的帮助。此外，我们将对两个随机数据库（NHSIS 和 PCER）进行分析，这两个数据库提供了有关计划特征变化的非常详细的信息，以确定哪些特征解释了人口亚组所经历的差异效应。我们将使用工具变量策略，利用由于实验治疗而导致的项目特征的变化，以提供这些特征对儿童结果影响的公正估计。我们期望为新一代学前儿童保育计划提出建议，旨在确定全球和特定内容质量以及质量的其他详细方面的影响，使计划功能能够更好地适应特定儿童的需求和背景。在使用来自 NHSIS 的数据来检验这些假设的所有情况下，我们都会将我们的结果与项目 Ill 在 NHSIS 上使用分布方法的结果进行协调。