Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

Autor/inn/en	Bierman, Karen L.; Nix, Robert L.; Heinrichs, Brenda S.; Domitrovich, Celene E.; Gest, Scott D.; Welsh, Janet A.; Gill, Sukhdeep
Titel	Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts
Quelle	In: Child Development, 85 (2014) 1, S.140-159 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12117
Schlagwörter	Early Childhood Education; Federal Programs; Preschool Children; School Readiness; Early Intervention; Program Effectiveness; Teacher Student Relationship; Reading Instruction; Academic Achievement; Hierarchical Linear Modeling; Decoding (Reading); Phonemics; Problem Solving; Interpersonal Competence; Attention; Aggression; Learner Engagement; Kindergarten; Educational Research; African American Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Teacher student relationships; Lehrer-Schüler-Beziehung; Leseunterricht; Schulleistung; Dekodierung; Fonemsystem; Problemlösen; Interpersonale Kompetenz; Aufmerksamkeit; Bildungsforschung; Pädagogische Forschung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M[subscript age] = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10