Sheridan Susan M, Knoche Lisa L, Edwards Carolyn P, Bovaird James A, Kupzyk Kevin A
Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska-Lincoln.
Early Educ Dev. 2010 Jan 1;21(1):125-156. doi: 10.1080/10409280902783517.
Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/ withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention.
The intervention appears to be particularly effective at building social-emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.
父母与孩子的互动与学龄前儿童的一系列适应性特征相关，家庭与专业人士之间的关系是儿童入学准备的一个重要因素。此外，社会情感能力是幼儿入学准备的关键组成部分。本研究报告了一项针对家长参与干预措施（“做好准备”）的随机试验结果，该干预旨在促进处境不利的学龄前儿童的入学准备，特别关注社会情感方面的成果。在为期4年的研究期间，共有220名儿童参与。在两年期间，治疗组和对照组参与者在某些人际能力（即依恋、主动性和焦虑/退缩）的教师报告变化率上存在统计学上的显著差异。相比之下，作为“做好准备”干预措施的一项功能，在两年期间，两组在行为问题（愤怒/攻击、自我控制或行为问题）方面未发现统计学上的显著差异。
该干预措施似乎在培养社会情感能力方面特别有效，其效果超出了仅参与“启智计划”所带来的影响。本文还回顾了研究的局限性以及对未来研究的启示。
