早期产前服务与幼儿社会情感技能:项目方法的作用

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Eleanor Fisk, Caitlin Lombardi, Kyle DeMeo Cook, Rachel Chazan-Cohen
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引用次数: 0

摘要

产前期是干预措施和社会服务项目为家庭提供支持的理想时间,例如许多家访和两代人计划,包括早期开端计划(EHS)。EHS与参加该计划的孕妇合作,确定她们对服务的具体需求,然后提供服务或在社区向她们推荐。然而,这些项目所提供的具体服务有很大的可变性。本研究探讨了:(1)EHS提供的产前服务在家庭和中心为基础的方案方法的可用性;(2)不同类型的产前服务与儿童2岁时社会情感技能的关系;(3)鉴于先前的研究显示EHS对儿童社会情感技能的影响在不同的项目方法中存在差异,1岁时参加家庭或中心EHS的儿童亚组之间的这些关联存在差异(Chazan-Cohen等)。儿童发展研究学会专著78:93-109,2013),使用了2009-2012年早期儿童和家庭经验研究(婴儿面孔)的数据。我们发现,服务的可获得性因项目方法而异,特别是综合服务的可获得性与幼儿的社会情感发展有关,特别是对于那些在1岁时参加家庭EHS的儿童。对研究、政策和实践的影响进行了讨论,特别是与正在做的工作有关,以支持家庭为基础的早期开端计划的准家庭。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early Head Start Prenatal Services and Toddlers’ Socioemotional Skills: The Role of Program Approach

The prenatal period is an ideal time for interventions and social service programs to initiate supports for families, such as is done in many home visiting and two-generation programs, including Early Head Start (EHS). EHS works with pregnant people enrolled in the program to determine what their specific needs for services are, and then either provide the services or offer referrals to them in the community. However, there is incredible variability in what the specific services that programs offer are comprised of. This study explored (1) the availability of prenatal services EHS offers across home- and center-based program approaches; (2) associations between different types of prenatal services and children’s socioemotional skills at age 2 among families enrolled in both program approaches; and (3) differences in these associations across subgroups of children who attended home- or center-based EHS at age one in light of prior research showing differences in EHS’ effect on children’s socioemotional skills across program approaches (Chazan-Cohen et al. Monographs of the Society for Research in Child Development 78:93–109, 2013), using data from the Early Head Start Child and Family Experiences Study 2009–2012 (Baby FACES). We found that the availability of services differed based on program approach, and that the availability of comprehensive services in particular were linked with toddlers’ socioemotional development, especially for those who attended home-based EHS at age one. Implications for research, policy, and practice are discussed, particularly in relation to the work being done to support expectant families in home-based Early Head Start programs.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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