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首页> 外文期刊>The American psychologist >Reducing Poverty and Inequality Through Preschool-to-Third-Grade Prevention Services
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Reducing Poverty and Inequality Through Preschool-to-Third-Grade Prevention Services

机译：通过学前教育到三年级预防服务减少贫困和不平等

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The contributions of psychology to the development and evaluation of preschool-to-thirdgrade prevention programs are analyzed with an emphasis on poverty alleviation through implementation of effective services for a greater number of children. The need to alleviate poverty and increase economic success is high. Early childhood programs have been found to be an effective strategy for promoting educational success and economic well-being, but the availability of high quality programs that are aligned and integrated with schools across the learning continuum is limited. Psychology has made major contributions to knowledge and practice in (a) defining and evaluating educational enrichment and (b) understanding mechanisms of behavioral change. As an empirical illustration of these contributions for enhancing economic well-being, we report new midlife income data in the Child-Parent Centers, a preschool-to-third-grade program that integrates the two major contributions to improve life course outcomes. Based on a well-matched alternative-intervention design with high sample retention (86%; N = 1,329), findings indicate that participation was associated with a 25% increase in average annual income at age 34 years ($22,708 vs. $18.130; p < .01). Graduates were also more likely to be in the top income quartile (>=$27,500; 30.7% vs. 20.2%; p < .01). Most of the main effects were explained by cognitive, school, and family factors, though further corroboration is needed. Implications for strengthening the impacts of early childhood programs as an avenue for increasing well-being and reducing inequality emphasize redressing ecological barriers, improving continuity and alignment with other strategies, and implementing effectiveness elements widely.
机译：通过实施更多儿童的有效服务，分析了对幼儿园至三分预防计划的开发和评估的心理学对开发和评估的贡献。减轻贫困并提高经济成功的需要很高。已被发现早期童年计划是促进教育成功和经济福祉的有效策略，但在学习连续体中与学校一致的高质量方案的可用性是有限的。心理学对（a）的知识和实践作出了重大贡献，限定和评估了教育浓缩和（b）了解行为变革的理解机制。作为加强经济福祉的这些贡献的经验说明，我们在儿童 - 父中心报告了新的中草生生命收入数据，是一项课程到三年级计划，纳入了改善生命课程结果的两项主要贡献。基于良好匹配的替代干预设计，具有高样本保留（86％; N = 1,329），表明参与与34岁年均年龄收入增长25％（$ 22,708与18.130美元; P < .01）。毕业生也更有可能进入顶部收入四分位数（> = 27,500美元; 30.7％与20.2％; p <.01）。虽然需要进一步的粗化，但大多数主要效果是通过认知，学校和家庭因素解释的。为加强童年计划作为途径的影响，以提高福祉和减少不平等的途径强调纠正生态障碍，改善与其他策略的连续性和对齐，并广泛实施有效性要素。

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