Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Autor/inn/en	Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; Blair, Clancy; Nelson, Keith E.; Gill, Sukhdeep
Titel	Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Quelle	In: Child Development, 79 (2008) 6, S.1802-1817 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01227.x
Schlagwörter	Problem Solving; School Readiness; Intervention; Social Behavior; Disadvantaged Youth; Emergent Literacy; Skill Development; Language Acquisition; Teaching Methods; Preschool Education; Measures (Individuals); Vocabulary; Emotional Development; Educational Policy; Models + Suchen Sie Ihr Suchwort? Problemlösen; Readiness for school; School ability; Schulreife; Social behaviour; Soziales Verhalten; Benachteiligter Jugendlicher; Frühleseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Messdaten; Wortschatz; Gefühlsbildung; Politics of education; Bildungspolitik; Analogiemodell
Abstract	Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04