THE NICHD STUDY OF EARLY CHILD CARE

描述：（根据申请人的描述改编） NICHD早期儿童保育研究的第二阶段是将 协作（10个中心）前瞻性纵向研究， 1247名儿童及其家庭，第一次在一个月大时入学， 第三阶段（Phase I）。研究人员建议， 通过一年级来跟踪这些受试者，以调查： (a)早期替代护理的效果（根据质量定义， 数量、类型、发病年龄和稳定性）对儿童发育的影响 （B）在学龄前和向学校过渡期间， 在这种情况下，早期替代照料的效果受到儿童的影响， 特点以及在家庭和学校的经历;以及（c） 将早期替代护理经验与 后来的成果。 第二阶段的设计涉及对儿童及其 父母在4 1/2年和一年级在他们的家园， 实验室、替代护理环境和学校（一年级）。 此外，将通过邮寄问卷和电话收集数据 幼儿园面试儿童成果评估将侧重于 （a）社会情感发展，包括儿童的 与父母、朋友和老师的关系， 适应，社会能力，行为问题和自我知觉; (b)认知发展，包括一般智力功能， 学业成绩、认知过程和语言;以及（c）健康 包括身体的成长。背景评估将侧重于（a） 替代照料环境，包括质量、数量、类型、发病率 年龄和稳定性;（B）家庭/家庭环境，包括质量 家庭生活、父母和结构特征;以及（c）学校 环境，包括学校气氛，课程特色， 老师的行为。 研究人员计划评估四种与参与方式有关的模型， 哪些早期替代照料经历可能影响发育：（a） 随着时间或暴露逐渐增加的累积效应;（B） 早期替代护理经历的持久影响， 在护理变化后;（c）滞后或睡眠效果不明显 同时，但出现在较晚的时间点;及（d）短暂 早期替代护理的影响会随着时间的推移而消退。并发效应 也将进行检查。

DESCRIPTION: (Adapted from the applicant's description) 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). The investigators 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 structural characteristics; and (c) school environment, including school climate, curricular features, and the teacher's behavior. The investigators 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.