SUPPORTING 2 AND 3 YEAR OLD PRE-KINDERGARTEN READINESS

这项随机干预研究将确定提高儿童保育补贴的质量是否 为生活在贫困中的2岁和3岁儿童制定的计划将促进他们更好地准备上幼儿园 （pre-K）。我们将通过调整一种方法， 我们的研究已经证明有效地帮助低收入的父母和教师支持幼儿的 发展这项研究将包括60个教室，在补贴的儿童保育设置，服务2年和3年 奥尔兹的，并将在休斯顿，德克萨斯州和塔拉哈西，佛罗里达州地区进行。教室将被随机分配到 三个条件之一; 1）“一切照旧”的控制，2）学校准备课程与响应 实践，3）学校准备课程与响应实践加上一个明确的社会课程。 研究社会课程的额外好处将解决正在进行的关于是否 孩子们需要学会社交技能，除了学会反应敏捷的社交技能。每个教室，8个 将随机抽取三所学校共480名儿童进行评估。 五年计划的条件。我们将通过检查以下方面的增长来确定干预的影响： 教师反应策略和使用明确的课程和在儿童的发展三次 在干预期间和1年随访时（pre-K结束）。使用增长模型分析， 从四个评估中，我们将检查水平（截距）和变化率（斜率）的差异， 与干预条件相关的生长速率（曲率）的变化。响应的重要性 将通过调解来研究理解更优化发展的教学技巧 还将确定干预效果的模型和调节者。研究在多大程度上 项目1的孩子在学前教育结束时比项目2的孩子更先进， 接受增强的早期计划将进一步确定项目1干预的有效性。

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.