NICHD STUDY OF EARLY CHILD CARE--PHASE III

描述（改编自申请人的描述）：第三阶段的目标 NICHD 的早期儿童保育研究旨在扩展一项协作性、前瞻性、 首先对 1103 名儿童及其家庭进行纵向研究 一个月大时入学，并集中学习至一年级（年龄 7）本合作协议第一阶段和第二阶段。 这些参与者将 通过童年中期（五年级）进行研究，以调查如何 重要的背景有助于从出生起的发展轨迹 在更广泛的工作和家庭社会生态中度过童年中期。 第三阶段的设计涉及对儿童及其他们的深入研究 三年级和五年级的家长（家访、学校观察和 实验室评估）以及定期安排（每年至少一次） 对孩子和母亲进行电话采访。 此外， 调查问卷将从二年级至五年级的教师那里收集。 关键环境（家庭、学校、外部环境）的结构和过程特征 学校环境、邻里/社区、家长的工作，以及 社会经济/文化利基）将根据轨迹进行审查 儿童发展的三个主要领域（成就/认知， 社交/情感和健康），以及父母的福祉领域。 通过对特征之间的纵向关系进行多元建模 多重背景和发展轨迹，第三阶段的工作将是 由四个中心研究问题组成：a）早期和早期之间的相互作用 不同背景下的同时经历和发展轨迹 出生至童年中期； b) 不同过程的程度 学校环境、邻里/社区、家长的工作，以及 社会经济/文化利基）将根据轨迹进行审查 儿童发展的三个主要领域（成就/认知， 社交/情感和健康），以及父母的福祉领域。 通过对特征之间的纵向关系进行多元建模 多重背景和发展轨迹，第三阶段的工作将是 由四个中心研究问题组成：a）早期和早期之间的相互作用 不同背景下的同时经历和发展轨迹 出生至童年中期； b) 不同过程的程度 考虑儿童和/或家庭的发展轨迹 文化、社会或经济利基方面存在差异； c) 方法 家庭和家庭外环境中的哪些经历会导致风险 和复原力； d) 父母工作与家庭生活之间的关系 工作与家庭关系对父母福祉和家庭福祉的影响 他们的孩子。

DESCRIPTION (Adapted from applicant's description): The goal of Phase III of the NICHD Study of Early Child Care is to extend a collaborative, prospective, longitudinal study of a cohort of 1103 children and their families, first enrolled at one month of age and studied intensively through first grade (age 7) in Phases I and II of this cooperative agreement. These participants will be studied through middle childhood (fifth grade) in order to investigate how important contexts contribute to trajectories of development from birth through middle childhood within the broader social ecology of work and family. The design of Phase III involves intensive study of the children and their parents at third and fifth grades (home visits, school observations, and laboratory assessments) as well as regularly scheduled (at least one per year) phone-call interviews with the children and mothers. In addition, questionnaires will be gathered from teachers in second through fifth grades. Structural and process features of key contexts (home/family, school, out-of- school settings, neighborhood/community, parents' work, and socioeconomic/cultural niches) will be examined in relation to trajectories in three principal domains of child development (achievement/cognition, social/emotional, and health), as well as the domain of parental well-being. Through multivariate modeling of longitudinal relations among features of multiple contexts and developmental trajectories, work in Phase III will be organized by four central research issues: a) the interplay between early and concurrent experience in varied contexts and developmental trajectories from birth through middle childhood; b) the extent to which different processes school settings, neighborhood/community, parents' work, and socioeconomic/cultural niches) will be examined in relation to trajectories in three principal domains of child development (achievement/cognition, social/emotional, and health), as well as the domain of parental well-being. Through multivariate modeling of longitudinal relations among features of multiple contexts and developmental trajectories, work in Phase III will be organized by four central research issues: a) the interplay between early and concurrent experience in varied contexts and developmental trajectories from birth through middle childhood; b) the extent to which different processes account for development trajectories across children and/or families that differ with regard to cultural, social, or economic niche; c) the ways in which experiences in familial and extrafamilial contexts contribute to risk and resilience; and d) the relations between parents' work and family life and the consequences of work-family relations for parents' well-being and that of their children.