Ansari Arya, Winsler Adam
Department of Human Development and Family Sciences University of Texas at Austin 1 University Station A2702, SEA 1.142 Austin, Texas 78712.
J Educ Psychol. 2014 Nov;106(4):1066-1079. doi: 10.1037/a0036799.
Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino ( = 7,045) and Black children ( = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.
在美国，有多种早期教育模式和课程旨在提升幼儿的学前、社交及行为技能。本研究利用迈阿密入学准备项目（MSRP；温斯勒等人，2008年、2012年）的数据，考察了参加两种不同类型的第1类公立学校学前班项目的低收入拉丁裔儿童（n = 7,045）和黑人儿童（n = 6,700）在入学准备方面的收获：一类是采用蒙台梭利课程的项目，另一类是采用更传统的高瞻课程并辅以读写补充内容的项目。家长和教师通过德弗鲁幼儿评估（DECA）报告儿童的社会情感和行为技能，而儿童的学前技能（认知、运动和语言）则在其四岁学前班学年开始和结束时通过学习成就剖析诊断测试（LAP-D）直接进行评估。所有儿童，无论课程如何，在整个学前班学年在学前、社会情感和行为技能方面都有进步；然而，并非所有儿童都能从蒙台梭利项目中平等受益。参加蒙台梭利项目的拉丁裔儿童在学前和行为技能方面年初面临的风险最大，但在这些领域取得的进步最大，学年结束时得分高于全国平均水平。相反，黑人儿童在蒙台梭利项目中取得了不错的进步，但在参加更传统的学前班项目时进步略大。研究结果对为低收入社区的拉丁裔和黑人儿童量身定制幼儿教育项目具有启示意义。
