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

项目总结 父项目(R01HD076390；PI：Morris，Shaw，Mendelsohn)旨在检查 Smart Beginings(SB)模式，这是一个0-3年制计划，旨在解决改善儿童学校教育的障碍 通过育儿干预为低收入家庭做好准备：1)利用儿科 初级保健作为促进人口一级参与和可伸缩性的普遍平台；2) 通过普遍初级预防(视频互动)提供分级预防干预 项目[VIP]，通过医疗保健提供)与有选择的、有针对性的次要服务相集成 干预(家庭体检[FCU]，通过战略性家访提供)。家长助学金 在400个家庭的随机对照试验中检验了综合模式的影响，治疗从0开始 至3岁，对亲社会和问题行为的后续评估在4岁儿童继续进行 6.儿童早期(即出生到5岁)的亲子关系通常被认为是 对社会经济困难儿童进行干预的关键目标和主要目标 智能开始模式的干预目标。然而，在评估以下问题的后果时 父母教养方式和亲子素质对儿童短期和长期发展的影响 构造通常在单个时间点进行评估。这种育儿方式的可操作性忽略了 承认亲子二人组的育儿行为和品质可能会随着孩子的成长而演变 实现发展里程碑(例如，走路、说话、增强对自主的渴望)和家庭 环境变化(例如，失业、新孩子的出生、新冠肺炎大流行)-经历 被认为对低收入和种族/族裔多元化家庭的影响越来越大。学位到 哪些父母教养方式保持稳定或在儿童早期发生变化？ 在一些样本中预测未来儿童的功能。然而，这一部分工作很少，而且有 很少探索父母教养方式的变化和稳定模式以及二元特征--以及 这些模式对儿童发展的影响--在低收入、种族和民族中 不同的样品。作为父项目的合理扩展，我们建议使用这种多样性 允许有前途的少数民族博士生评估以下贡献的补充 父母教养方式的纵向稳定性(例如，认知刺激、积极关心、消极关心)和 儿童早期的二元性亲子特质(如共同注意力、情感相互性) 儿童的学龄功能，测试是否参与Smart Beginings干预和 种族/民族认同缓和了这些联系，并获得了观察方法方面的专业知识 儿童早期的亲子互动、纵向建模和预防性干预 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.