THE NICHD STUDY OF EARLY CHILD CARE

NICHD早期儿童保育研究第二阶段的目标是延长 协作性(10个站点)前瞻性纵向研究 1247名儿童及其家人，在一个月大时首次注册，并 经过3岁的密集学习(第一阶段)。我们建议遵循这些原则 受试者从一年级到一年级，以便调查：(A) 早期交替护理(按质量、数量、类型、发病时间定义 年龄和稳定性)对学龄前儿童发展的影响 和向学校的过渡；(B)早期教育的影响 交替照料受儿童特征和经历的影响 在家庭和学校；以及(C)早期联系的调解过程 交替护理体验与以后的结果。 第二阶段的设计包括对孩子和他们的父母进行密集学习 在4岁半的时候，在家里上一年级，在实验室里， 交替照料环境和学校(一年级)。此外，数据将 以邮寄问卷和电话采访的方式收集 幼儿园。儿童成果评估将侧重于(A)社会-情感 发展，包括儿童与儿童之间关系的质量 父母、朋友和老师；情绪调整，社交能力， 行为问题和自我认知；(B)认知发展， 包括一般智力功能，学术成就， 认知过程和语言；以及(C)健康状况，包括 身体的成长。背景评估将侧重于(A)替代护理 环境，包括质量、数量、类型、发病年龄和稳定性； (B)家庭/家庭环境，包括家庭生活质量 家长和结构特点；以及(C)学校环境， 包括校风、课程特点、教师行为等。 我们计划评估四个模型，这些模型与早期 替代护理经历可能影响发育：(A)累积影响 随着时间的推移或暴露而逐渐增加；(B)早期 即使在护理发生变化后仍继续进行替代护理的经历；(C) 滞后效应或休眠效应不是同时明显的，但在 较晚的时间点；和(D)早期交替护理的短暂影响 随着时间的推移，这一点会逐渐消失。交替护理的同时影响也将是 检查过了。

The goal of Phase II of the NICHD Study of Early Child Care is to extend a collaborative (10-site) prospective, longitudinal study of a cohort of 1247 children and their families, first enrolled at one month of age and studied intensively through age 3 (Phase I). We propose to follow these subjects through first grade in order to investigate: (a) the effects of early alternate care (defined in terms of quality, quantity, type, onset age, and stability) on children's development during the preschool years and the transition to school; (b) the ways in which the effects of early alternate care are moderated by child characteristics and by experiences in the family and in school; and (c) the mediating processes linking early alternate care experiences with later outcomes. The Phase II design involves intensive study of children and their parents at 4-1/2 years and in first grade in their homes, the laboratory, alternate care setting, and school (first grade). Additionally, data will be collected by mailed questionnaires and phone interviews during kindergarten. Child outcome assessments will focus on (a) social-emotional development, including the quality of children's relationships with their parents, friends, and teachers; emotional adjustment, social competence, behavior problems, and self perceptions; (b)cognitive development, including general intellectual functioning, academic achievement, cognitive processes, and language; and (c) health status, including physical growth. Context assessments will focus on (a) the alternate-care environment, including quality, quantity, type, onset age, and stability; (b) the home/family environment, including quality of home life, and parent and structuring characteristics; and (c) school environment, including school climate, curricular features, and the teacher's behavior. We plan to evaluate four models pertaining to the ways in which early alternate-care experiences may affect development: (a) cumulative effects that increase gradually over time or exposure; (b)durable effects of early alternate-care experience that continue even after changes in care; (c) lagged or sleeper effects that are not evident concurrently, but appear at a later point in time; and (d) transient effects of early alternate care that fade over time. Concurrent effects of alternate care also will be examined.