Georgetown Public Policy Institute, 3520 Prospect Street, NW, Washington, DC 20007, USA.
Child Dev. 2011 Nov-Dec;82(6):2095-109. doi: 10.1111/j.1467-8624.2011.01648.x. Epub 2011 Sep 28.
This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.
本文评估了俄克拉荷马州塔尔萨市的早期儿童教育计划对社会情感结果的影响，通过固定效应回归和倾向评分匹配，考察了儿童行为调整量表和注意力测量对儿童行为的教师评价。该样本包括 2006 年的 2832 名幼儿园学生，其中 1318 人参加了塔尔萨公立学校（TPS）的学前教育计划，363 人在前一年参加了塔尔萨县儿童援助协会的“开端计划”。研究结果表明，TPS 学前教育项目的参与者表现出更低的胆怯和更高的注意力，而“开端计划”的参与者则表现出胆怯程度略有降低。对于有资格享受免费午餐的学生亚组，结果也相似。我们的结论是，高质量的、基于学校的学前教育计划可以促进社会情感发展。
