LONGITUDINAL EFFECTS OF EXTENDED CHILDHOOD INTERVENTION

这项研究的目的是调查两者之间的关系 学龄前到小学三年级早期儿童的差异参与 经济方面的干预计划和青少年适应结果 处境不利的儿童面临学业失败的风险。这些结果包括 社会适应、犯罪、认知学业成就、留存 年级、特殊教育安置和辍学(9至12年级)。 讨论了三个主要问题：(A)早期的持续时间 儿童干预与青少年适应结果相关 时间？(B)参与延长童年的影响是什么？ 3年级以下的干预措施与学龄前儿童和 幼儿园干预和其他干预？(C)什么是 干预效果的传导机制 调整结果如何？这些问题的答案对于以下几个人来说是必要的 理由。首先，学龄前干预的效果 小学早期年级的教育支持在很大程度上是未知的。多数 关于干预有效性的证据来自研究人员- 启动了与政府有显著不同的示范项目- 启动了在市中心实施的计划。第二，普遍缺乏 从儿童早期到青春期的纵向研究 对过渡期干预措施效果的认识 经期，如青春期。最后，大约四分之一以下的儿童 6岁的儿童生活在贫困中，而且这一数字似乎还在增加。 除非制定和测试有效的早期干预计划， 社交和学业上的困难也可能增加。 通过扩展现有的关于儿童和他们的纵向数据库 家庭--危险儿童的纵向研究--建议 调查将全面评估延期的效果 调查干预(儿童家长中心和扩展计划) 孩子、家长和老师，通过获取全面的学校记录 (即，成绩测试分数、犯罪信息和学校 状态)，并通过访谈儿童的子样本。因为孩子们 在经历的时间和持续时间上有很大的不同，7 将成立干预和对照小组，以确定 有效性。数据将链接到广泛的纵向数据 基地。 这项研究将提供难得的纵向证据来证明 Head Start类型的扩展儿童干预覆盖了广泛的 结果。这项研究的长期目标是(A)增加知识 关于儿童早期干预的最佳时机和持续时间 方案，(B)确定干预期间通过的机制 儿童早期可能会随着时间的推移而传播，以及(C)增强 从早期对干预项目作用的理论认识 从童年到青春期。

The purpose of this study is to investigate relationships between differential participation in a preschool-to-Grade 3 early childhood intervention program and adolescent adjustment outcomes for economically disadvantaged children at risk of school failure. These outcomes include social adjustment, delinquency, cognitive school achievement, retention in grade, special education placement, and school dropout (Grades 9 to 12). Three major questions are addressed: (a) Is the duration of early childhood intervention associated with adolescent adjustment outcomes over time? (b) What are the effects of participation in extended childhood intervention up to Grade 3 relative to participation in preschool and kindergarten intervention and other intervention? (c) What are the mechanisms through which intervention effects are transmitted to adjustment outcomes? Answers to these question are necessary for several reasons. First, the effects of preschool intervention followed by educational support in the early primary grades are largely unknown. Most of the evidence on intervention effectiveness comes from researcher- initiated model programs that differ in significant ways from government- initiated programs implemented in inner cities. Second, the general lack of longitudinal studies from early childhood to adolescence limits knowledge on the effects of intervention programs during transitional periods, such as adolescence. Finally, about one-quarter of children under the age of six live in poverty and this number appears to be increasing. Unless effective early intervention programs are developed and tested, social and school difficulties may increase as well. Through expanding an existing longitudinal data base on children and their families -- The Longitudinal Study of Children at Risk -- the proposed investigation will comprehensively evaluate the effects of the extended intervention (Child Parent Center and Expansion Program) by surveying children, parents, and teachers, by obtaining comprehensive school records (i.e., achievement test scores, delinquency information, and school status), and by interviewing a subsample of children. Because children varied substantially in the timing and duration of experience, seven intervention and comparison groups will be formed to determine effectiveness. Data will be linked to the extensive longitudinal data base. This study will provide rare longitudinal evidence on the effectiveness of Head Start-type extended childhood interventions across a wide range of outcomes. The long-term goals of the study are (a) to increase knowledge concerning the optimal timing and duration of early childhood intervention programs, (b) to identify the mechanisms through which intervention during early childhood may be transmitted over time, and (c) to enhance theoretical understanding of the role of intervention programs from early childhood to adolescence.