Nguyen Tutrang, Jenkins Jade Marcus, Whitaker Anamarie Auger
University of California, Irvine.
RAND Corporation.
AERA Open. 2018 Apr-Jun;4(2). doi: 10.1177/2332858418784283. Epub 2018 Jun 26.
Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children's school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children's outcomes.
“启智计划”和州立学前教育（学前班）项目可以通过使用有效的学前课程来提高低收入儿童的入学准备程度。一些研究得出的令人鼓舞的结果表明，在学前班接受针对性或特定内容课程补充（如识字或数学）的儿童，在该目标内容领域有中度到大幅的进步，但最近的研究也表明，不同学前教育项目环境下儿童的入学准备情况存在差异。我们研究了参与“启智计划”或公立学前班的儿童，是否会因使用针对特定学术领域随机分配的课堂课程而有不同程度的受益。我们的结果表明，参与“启智计划”和公立学前班的儿童都能从针对性的、特定内容的课程中受益。未来需要开展研究，以探究课程帮助改善儿童成果的具体机制和课堂过程。
