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Implementing toddler interventions at scale: The case of “We learn together”
Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2021-06-07 , DOI: 10.1016/j.ecresq.2021.04.008
Dorthe Bleses , Peter Jensen , Anders Højen , Pauline Slot , Laura Justice

The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore the readiness of this intervention for scaling up. We replicated the findings of a prior trial of this intervention, and demonstrated that a 20-week curriculum with instructional content and supportive tools for teachers to be more explicit and intentional in their interactions with children can be implemented successfully under real-life circumstances and result in positive effects on targeted language and math skills.



中文翻译:

大规模实施幼儿干预:“我们一起学习”的案例

生命最初几年的特点是在几个入学准备领域的快速学习,包括语言、数学和社交情感技能,所有这些对于儿童后期的成果和在学校的学业成就都很重要。在这项研究中,我们调查了早期基于证据的入学准备干预和附加元素的影响,以支持教师在现实生活中的实施,以探索这种干预对扩大规模的准备情况。我们复制了先前对这种干预进行试验的结果,

更新日期:2021-06-07
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