Ernst Jasmine R, Reynolds Arthur J
Institute of Child Development, University of Minnesota, Twin Cities, Minneapolis, MN, USA.
Prev Med Rep. 2021 Jul 19;23:101498. doi: 10.1016/j.pmedr.2021.101498. eCollection 2021 Sep.
In this study we sought to explore the association between preschool instructional approach and health and well-being at age 35 for a large sample of low-income children. Participants included 989 low-income, minority children who attended Child-Parent Center preschools as part of the Chicago Longitudinal Study from 1983 to 1985. Preschool curriculum was obtained from teacher reports and validated by program evaluators. These data were categorized by raters as: high teacher-directed and child-initiated; low teacher-directed and child-initiated; low teacher-directed and high child-initiated; or high teacher-directed and low child-initiated. Data on adult outcomes were obtained through surveys and administrative records. Those in preschool classrooms with high teacher-directed and child-initiated instruction had increased odds of having a livable wage (Odds Ratio(OR) = 2.02, = 0.001), and decreased odds of felony arrest (OR = 0.39; < 0.001), jail or incarceration (OR = 0.35, = 0.001), and conviction (OR = 0.52, = 0.002) at age 35 than those in low teacher-directed and child-initiated classrooms. Participants experiencing low teacher-directed and high child-initiated instruction had increased odds of having a livable wage (OR = 2.01, = 0.002) and decreased odds of felony arrest (OR = 0.46; < 0.001), jail or incarceration (OR = 0.53; = 0.023), and conviction (OR = 0.57, = 0.01) at age 35. Findings were consistent across many model specifications and adjustments for potential attrition bias. Child-initiated instruction in preschool is a robust predictor of adulthood well-being. Early education prevention efforts to establish a blend of child-initiated and teacher-directed teaching philosophies affords the opportunity for long-term impacts on economic and criminal outcomes in adulthood.
在本研究中，我们试图探究低收入儿童的大规模样本中，学前教育教学方法与35岁时的健康和幸福之间的关联。参与者包括989名低收入少数族裔儿童，他们在1983年至1985年期间作为芝加哥纵向研究的一部分，就读于儿童-家长中心学前班。学前课程由教师报告获得，并经项目评估人员验证。这些数据由评估人员分类为：高教师主导和儿童主动型；低教师主导和儿童主动型；低教师主导和高儿童主动型；或高教师主导和低儿童主动型。关于成人结局的数据通过调查和行政记录获得。与低教师主导和儿童主动型课堂的参与者相比，高教师主导和儿童主动型教学的学前班课堂中的参与者获得可维持生计工资的几率增加（优势比[OR]=2.02，P=0.001），35岁时重罪逮捕的几率降低（OR=0.39；P<0.001）、入狱或监禁的几率降低（OR=0.35，P=0.001）以及定罪的几率降低（OR=0.52，P=0.002）。经历低教师主导和高儿童主动型教学的参与者获得可维持生计工资的几率增加（OR=2.01，P=0.002），35岁时重罪逮捕的几率降低（OR=0.46；P<0.001）、入狱或监禁的几率降低（OR=0.53；P=0.023）以及定罪的几率降低（OR=0.57，P=0.01）。在许多模型规格以及对潜在损耗偏差的调整中，研究结果都是一致的。学前教育中的儿童主动型教学是成年后幸福的有力预测指标。早期教育预防工作若能建立起儿童主动型和教师主导型教学理念相结合的模式，就有机会对成年后的经济和犯罪结局产生长期影响。
