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首页> 美国卫生研究院文献>other >Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional Executive Functioning Preschool Academic and Task Behavior Skills
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Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional Executive Functioning Preschool Academic and Task Behavior Skills

机译：幼儿园准备的途径：早期学习课程的第二步和社会情感执行功能学前学术和任务行为技能的作用

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Efforts to improve the achievement gap between low-income children and their more affluent peers has led to the development of classroom interventions and curricula to increase executive functioning (EF) and social-emotional skills (SE), thought to be foundational for learning. The Second Step Early Learning (SSEL) curriculum is a commercially available curriculum designed to improve school readiness by building EF and SE skills. However, although widely used, it has not been widely studied. Modeling SSEL’s underlying theory of change, structural equation modeling (SEM) was used to longitudinally examine the effects of the curriculum on low-income preschool children’s kindergarten school readiness through the hypothesized mediating role of EF and SE skills in improving pre-academic skills and task behavior in preschool. In a cluster randomized trial, 972 children attending 63 preschool classrooms within 13 low-income Head Start or community preschools were individually tested at the beginning (T1) and end of preschool (T2, n = 836) and followed into kindergarten. Children’s average age at T1 was 53 months, with 51% male, 42% Anglo-American, 26% African–American, and 40% Hispanic-American. Children’s EF, social skills, pre-literacy/language, and pre-math skills were assessed by trained child assessors blind to study conditions at T1 and T2. Assessors also rated children’s task behavior in the testing situation at T1 and T2. School records of children’s kindergarten screening scores were obtained on 345 children at T3. It was expected that SSEL would have both direct and indirect effects on kindergarten readiness through improvements in children’s SE and EF skills preschool academic skills and on-task behavior. We found no direct effects of SSEL on either pre-academic or on-task behavior outcomes in preschool, nor on later kindergarten readiness. However, SSEL significantly increased EF, and as expected by SSEL’s theory of change, growth in EF predicted gains in both pre-academics (particularly pre-math), and on-task behavior in preschool. End-of-year pre-academic skills and on task behavior in turn predicted better kindergarten readiness. Further, SE (although not impacted by SSEL) had direct and indirect effects on kindergarten readiness. Thus, overall, our findings largely support SSEL’s theory of change, particularly in relation to EF.
机译：努力改善低收入儿童与其较富裕的同龄人之间的成就差距的努力导致了课堂干预措施的发展，并制定了课程以增加执行功能（EF）和社交情感技能（SE），这被认为是学习的基础。第二步早期学习（SSEL）课程是一种商业课程，旨在通过建立EF和SE技能来提高入学准备。然而，尽管被广泛使用，但是尚未被广泛研究。通过模拟SSEL的基础变革理论，使用结构方程模型（SEM）通过假设的EF和SE技能在改善学前技能和任务中的中介作用，纵向研究了课程对低收入学龄前儿童幼儿园入学准备的影响学龄前的行为。在一项整群随机试验中，在13个低收入Head Start或社区学前班的63个学前班教室中，对972名儿童进行了单独测试，分别在学龄前（T1）和学龄前（T2，n = 836），然后进入幼儿园。儿童在T1的平均年龄为53个月，其中男性占51％，英裔占42％，非裔美国人占26％，西班牙裔美国人占40％。儿童的EF，社交技能，识字/语言和数学能力是由训练有素的儿童评估员评估的，他们对T1和T2的学习情况视而不见。评估人员还评估了在T1和T2的测试情况下儿童的任务行为。在T3时，有345名儿童获得了有关儿童幼儿园筛查分数的学校记录。预计SSEL将通过改善儿童的SE和EF技能，学前学术技能和工作任务行为，对幼儿园的准备状况产生直接和间接的影响。我们发现SSEL对学龄前的学前或工作中的行为结果，以及以后的幼儿园准备情况都没有直接影响。但是，SSEL显着提高了EF，并且正如SSEL的变化理论所预期的那样，EF的增长预测了学前（特别是数学）的学前教育和学前行为方面的收益。年末的学前技能和任务行为反过来预示了幼儿园的更好准备。此外，SE（尽管不受SSEL的影响）对幼儿园的准备情况有直接和间接的影响。因此，总的来说，我们的发现在很大程度上支持了SSEL的变革理论，尤其是在EF方面。

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