Integrated model for promoting parenting and early school readiness in pediatrics: Follow-up and getting ready for scale

项目摘要 父项目（R 01 HD 076390; PI：Morris、Shaw、Mendelsohn）旨在检查 聪明的开始（SB）模式，一个0-3年的计划，解决障碍，改善儿童学校 通过父母干预为低收入家庭做好准备：1）利用儿科 初级保健作为一个通用平台，以促进人口层面的参与和可扩展性; 2） 通过普及初级预防提供分级预防干预（视频互动 通过卫生保健提供的[VIP]项目）与有选择的、有针对性的中等教育相结合 干预（家庭检查[FCU]，通过战略性家访提供）。父母补助金 在一项包含400个家庭的随机对照试验中，研究了综合模型的影响， 3岁，并在4岁时继续进行亲社会和问题行为的随访评估 和6.幼儿时期的亲子关系（即，出生到5）通常被认为是一个 社会经济弱势儿童的重要干预目标， Smart Beginnings模式的目标。然而，在评估 父母教养和亲子特质对儿童短期和长期发展的影响， 构建体通常在单个时间点评估。这种育儿的操作化忽视了 承认父母的养育行为和亲子二元体的品质可能会随着孩子的成长而发展 实现发展里程碑（例如，走路、说话、增加对自主权的渴望）和家庭 上下文转移（例如，失业、新生儿出生、COVID-19大流行）的经历， 被认为越来越多地影响到低收入和种族/族裔多样化的家庭。的程度 在整个幼儿期，父母的养育方式保持稳定或发生变化， 在一些样本中预测儿童功能。然而，这一机构的工作是缺乏和有 很少探索父母教养和二元特征的变化和稳定模式， 这些模式对儿童发展的影响-在低收入、种族和民族 多样的样品。作为父项目的逻辑扩展，我们建议使用这种多样性 补充，让一个有前途的少数民族博士前学生评估的贡献， 养育中的纵向稳定性（例如，认知刺激，积极关注，消极关注）和 二元父子性质（例如，共同关注，情感相互性）， 儿童的学龄功能，测试是否参与智能开始干预， 种族/民族身份缓和这些协会，并获得专业知识的观察方法， 幼儿期亲子互动、纵向建模和预防干预， 促进低收入、族裔/种族多样化的幼儿做好入学准备。

PROJECT SUMMARY The parent project (R01HD076390; PI’s: Morris, Shaw, Mendelsohn) is designed to examine the Smart Beginnings (SB) model, a 0-3 year program that addresses barriers improving child school readiness for low-income families via parenting interventions through: 1) utilization of pediatric primary care as a universal platform to facilitate population-level engagement and scalability; 2) provision of a tiered preventive intervention through universal primary prevention (Video Interaction Project [VIP], delivered through health care) integrated with a selective, targeted secondary intervention (Family Check-Up [FCU], delivered through strategic home visiting). The parent grant examines the impact of the integrated model in a RCT of 400 families, with treatment offered from 0 to 3 years and follow-up assessments of prosocial and problem behavior continuing at child ages 4 and 6. The parent-child relationship during early childhood (i.e., birth to 5) is commonly identified as a critical target of intervention for socioeconomically disadvantaged children and is the primary intervention target of the Smart Beginnings model. However, when assessing the consequences of parenting and dyadic parent-child qualities on children’s short- and long-term development, parenting constructs are typically assessed at single timepoints. This operationalization of parenting neglects to acknowledge that parenting behavior and qualities of the parent-child dyad likely evolve as children realize developmental milestones (e.g., walking, talking, increased desire for autonomy) and familial contexts shift (e.g., loss of employment, birth of a new child, COVID-19 pandemic)—experiences that are thought to increasingly impact low-income and racially/ethnically diverse families. The degree to which parenting remains stable or changes across early childhood has been found to differentially predict later child functioning among some samples. However, this body of work is scant and has rarely explored patterns of change and stability in parenting and dyadic characteristics—and the implications of these patterns on children’s development—among low-income, racially and ethnically diverse samples. As a logical extension of the parent project, we propose to use this diversity supplement to allow a promising minority predoctoral student to assess the contributions of longitudinal stability in parenting (e.g., cognitive stimulation, positive regard, negative regard) and dyadic parent-child qualities (e.g., joint attention, affective mutuality) across early childhood on children’s school-age functioning, test whether participation in the Smart Beginnings intervention and racial/ethnic identity moderate these associations, and gain expertise in observational methods for parent-child interaction during early childhood, longitudinal modeling, and preventive interventions to promote low-income, ethnically/racially diverse young children’s school readiness.