The Randomized Controlled Trial of Head Start REDI: Sustained Effects on Developmental Trajectories of Social-Emotional Functioning.
Objective: This study assessed the sustained effects of Head Start REDI (Research-based, Developmentally Informed), a randomized controlled preschool preventive intervention, on children's developmental trajectories of social-emotional functioning into elementary school. Method: Twenty-five Head Sta...
| Publicado en: | Journal of Consulting & Clinical Psychology Vol. 84; no. 4; pp. 310 - 323 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
American Psychological Association
Apr2016
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=114050079&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 114050079 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0022006X JCC jtl: Journal of Consulting & Clinical Psychology issn: 0022006X maglogo: N pubinfo: dt: Apr2016 vid: 84 iid: 4 pid: 34 pub: American Psychological Association artinfo: ui: 114050079 10.1037/a0039937 ppf: 310 ppct: 13 formats: tig: atl: The Randomized Controlled Trial of Head Start REDI: Sustained Effects on Developmental Trajectories of Social-Emotional Functioning. aug: au: Nix, Robert L. Bierman, Karen L. Heinrichs, Brenda S. Gest, Scott D. Welsh, Janet A. Domitrovich, Celene E. affil: Pennsylvania State University su: Early intervention (Education) Randomized controlled trials Emotions Head Start programs Child psychology Readiness for school sug: subj: Early intervention (Education) Randomized controlled trials Emotions Head Start programs Child psychology Child Day Care Services Readiness for school keyword: developmental trajectories early intervention school readiness social-emotional learning developmental trajectories early intervention school readiness social-emotional learning ab: Objective: This study assessed the sustained effects of Head Start REDI (Research-based, Developmentally Informed), a randomized controlled preschool preventive intervention, on children's developmental trajectories of social-emotional functioning into elementary school. Method: Twenty-five Head Start centers with 44 classrooms were randomly assigned to deliver Head Start REDI or Head Start as usual. Head Start REDI featured an integrated language-emergent literacy and social-emotional skills curriculum and enhanced support for positive teaching practices. The 356 4-year-old children (54% girls; 25% African American; 17% Latino; 70% living in poverty) in those centers and classrooms were followed for 5 years (from preschool through third grade; 91% retention rate). Each year, teachers rated multiple domains of social-emotional functioning. Person-oriented latent class growth models were used to identify the different developmental trajectories of social-emotional functioning that children followed. Results: Tests of proportions revealed that children who had been in the Head Start REDI intervention were statistically significantly more likely than children in the control condition to follow the most optimal developmental trajectories of social competence, aggressive-oppositional behavior, learning engagement, attention problems, student-teacher closeness, and peer rejection (odds ratio = 1.60-1.93). Conclusions: These findings suggest that enriching Head Start with evidence-based curriculum components and teaching practices can have long-lasting benefits for children's social-emotional functioning. These findings elucidate how high-quality preschool experiences promote core competencies that are critical to the school success of children living in poverty. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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