Department of Applied Psychology, New York University, New York, NY 10003, USA.
Child Dev. 2011 Jan-Feb;82(1):362-78. doi: 10.1111/j.1467-8624.2010.01561.x.
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.
基于理论驱动的模型，芝加哥入学准备项目（CSRP）通过自我调节的中介机制来提高低收入儿童的入学准备水平。CSRP 是一项多成分、整群随机效能试验，在 35 个接受“先普林斯计划”资助的课堂（N=602 名儿童）中实施。分析结果证实，CSRP 提高了低收入儿童的自我调节技能（表现为注意力/冲动控制和执行功能），从“先普林斯计划”学年的秋季到春季。分析还表明，CSRP 对儿童的学前技能有显著的益处，如词汇量、字母命名和数学技能。CSRP 改善儿童自我调节能力作为儿童学业准备程度提高的假设中介因素的假设得到了部分支持。讨论了支持幼儿行为健康和学业成功的计划和政策的意义。
