SUPPORTING 2 AND 3 YEAR OLD PRE-KINDERGARTEN READINESS

这项随机干预研究将确定是否提高补贴儿童保育的质量 为生活贫困的2岁和3岁儿童提供的方案将促进更多的幼儿园前准备工作 (前K)。我们将通过采用以下方法来针对语言、早期识字、社交和数学发展 事实证明，我们的研究在帮助低收入父母和教师支持年幼子女方面是有效的 发展。这项研究将包括60个在补贴托儿环境中的教室，服务2年和3年 ODS，将在德克萨斯州休斯顿和佛罗里达州塔拉哈西地区进行。教室将被随机分配到 三种情况之一；1)“一切照常”控制，2)学校准备课程和响应性 实践，3)具有响应性实践的学校准备课程加上明确的社会课程。 研究社交课程的额外好处将解决目前正在进行的关于 除了照顾孩子，孩子们还需要学习社交技能。每间教室八个 儿童将被随机选择进行评估，总共提供三个国家的480名儿童样本 整个五年计划的条件。我们将通过研究经济增长来确定干预的影响 教师应对策略和在儿童发展中使用明确的课程三次 在整个干预过程中和一年的随访中(Pre-K结束)。使用增长建模分析，使用数据 从四个评估中，我们将检查水平(截获)和变化率(斜率)的差异，以及 与干预条件相关的生长速度(曲率)的变化。响应性的重要性 将通过调解来检验理解更优化发展的教学技巧 还将确定干预效果的模型和主持人。检查在多大程度上 项目1的儿童在学前班结束时比项目2的儿童更高级 接受增强的早期计划将进一步确定项目1干预的效果。

This randomized intervention study will determine whether raising the quality of subsidized childcare programs for 2 and 3-year old children living in poverty will promote greater readiness for pre-Kindergarten (pre-K). We will target language, early literacy, social, and math development by adapting an approach that our research has proven effective with helping low income parents and teachers support young children's development. The study will include 60 classrooms in subsidized childcare settings that serve 2 and 3 year olds and will be carried out in the Houston, TX and Tallahassee, FL areas. Classrooms will be randomized to one of three conditions; 1) "business as usual" control, 2) School Readiness Curriculum with Responsive Practices, 3) School Readiness Curriculum with Responsive Practices plus an explicit social curriculum. Examining the added benefit of a social curriculum will address the ongoing debate regarding whether children need to be taught social skills in addition to responsive caregiving. For each classroom, eight children will be randomly chosen for assessment providing a total sample of 480 children across the three conditions across the five year project. We will determine the intervention impact by examining growth in teacher responsive strategies and use of well-specified curricula and in children's development three times across the intervention and at a 1 yr follow-up (end of pre-K). Using growth modeling analyses, with data from four assessments we will examine for differences in level (intercept) and rate of change (slope), and changes in the rate of growth (curvature) related to the intervention conditions. The importance of responsive teaching techniques for understanding more optimal development will be examined through mediation models and moderators of intervention efficacy also will be determined. Examining the extent to which Project 1 children are more advanced at the end of pre-K when compared to those in Project 2 that did not receive an enhanced early program will further determine the efficacy of the Project 1 intervention.