Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts

Area of Science:

• Early Childhood Education
• Developmental Psychology
• Educational Intervention

Background:

• Head Start programs aim to improve school readiness for low-income children.
• Early interventions can significantly impact learning and behavioral outcomes.
• Understanding the role of kindergarten context is crucial for intervention effectiveness.

Purpose of the Study:

• To evaluate the impact of the Research-based, Developmentally Informed (REDI) intervention on children's learning and behavioral outcomes.
• To examine how kindergarten classroom context moderates intervention effects.
• To assess the relationship between intervention participation and school-level factors.

Main Methods:

• Hierarchical linear analyses were used to assess outcomes for 356 children one year post-intervention.
• Kindergarten classrooms (n=202) were evaluated for quality, reading instruction emphasis, and student achievement.
• Children's learning (phonemic decoding) and behavioral (social problem-solving, aggression, inattention) outcomes were measured.

Main Results:

• The REDI intervention significantly improved phonemic decoding, learning engagement, and social problem-solving skills.
• Aggressive-disruptive behavior was reduced in children who received the REDI intervention.
• Intervention effects on social competence and inattention were strongest in kindergartens with lower student achievement.

Conclusions:

• The REDI intervention is effective in enhancing school readiness skills and reducing behavioral problems.
• Kindergarten context, particularly school achievement levels, plays a moderating role in intervention success.
• Findings support developmental models emphasizing the interplay between early education and school environment for optimal child outcomes.