Impacts of Social-Emotional Curricula on Three-Year-Olds: Exploratory Findings from the Head Start CARES Demonstration. Research Snapshot. OPRE Report 2014-78

Autor/inn/en	Hsueh, JoAnn; Lowenstein, Amy E.; Morris, Pamela; Mattera, Shira K.; Bangser, Michael
Institution	Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation; MDRC
Titel	Impacts of Social-Emotional Curricula on Three-Year-Olds: Exploratory Findings from the Head Start CARES Demonstration. Research Snapshot. OPRE Report 2014-78
Quelle	(2014), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Preschool Education; Social Development; Emotional Development; Preschool Children; Program Effectiveness; Problem Solving; Disadvantaged Youth; At Risk Students; Teacher Competencies; Interpersonal Competence; Teacher Student Relationship; Social Behavior; Teaching Methods; Classroom Environment; Behavior Problems; Academic Ability; Knowledge Level; Language Skills; Reading Skills; Mathematics Skills; Thinking Skills; Age Differences; Emergent Literacy; Comparative Analysis; Experimental Groups; Control Groups; Student Characteristics; Mixed Age Grouping; Theories; Faculty Development; Play; Statistical Analysis; Effect Size; Burnout; Measures (Individuals); Likert Scales; Teacher Characteristics; Maslach Burnout Inventory; Social Skills Rating System; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Problemlösen; Benachteiligter Jugendlicher; Lehrkunst; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Social behaviour; Soziales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Wissensbasis; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; Frühleseunterricht; Jahrgangsübergreifende Gruppe; Theory; Theorie; Spiel; Statistische Analyse; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Messdaten; Likert-Skala
Abstract	This report presents exploratory impact findings for 3-year-olds from the Head Start CARES demonstration, a large-scale randomized controlled trial implemented in Head Start centers for one academic year across the country. The study was designed primarily to test the effects of the enhancements on 4-year-olds, but it also provides an opportunity to explore their impacts on a limited number of outcomes for 3-year-olds who were in the classrooms that included both 3- and 4-year-olds. Key findings in the study include: (1) The enhancements improved teachers' social-emotional instruction and improved teacher reports of 3-year-olds' social behaviors and closeness with their teachers; (2) The positive impacts of the enhancements as a group seem to be driven primarily by The Incredible Years; and (3) As a group, the enhancements did not affect 3-year-olds' pre-academic skills, as reported by teachers. [For the full report, see ED558517.] (ERIC).
Anmerkungen	Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01