Table_1_Predicting school readiness program implementation in community-based childcare centers.doc

IntroductionTargeted curricular interventions can increase preschool program quality and boost children’s academic and social–emotional readiness skills, but variable funding and weak organizational infrastructure in many community-based childcare centers may reduce the effective implementation of these programs.
MethodThis study examined individual teacher and workplace predictors of the REDI program implementation, a targeted school readiness program that was adapted to support delivery in childcare centers. REDI was delivered by 63 teachers in 37 community-based childcare centers with center directors serving as local implementation coaches.
ResultsResults showed that individual teacher factors (e.g., teaching skills and receptivity to intervention consultation) predicted the quality with which REDI activities and teaching strategies were delivered, and workplace factors were important predictors across multiple implementation indicators.
DiscussionPractice and policy implications for improving intervention implementation and corresponding program quality in childcare centers are highlighted.

引言：针对性课程干预可有效提升学前教育项目质量，增强儿童的学业与社会情绪准备能力，但当前多数社区托育中心普遍面临资金波动、组织架构薄弱等问题，可能制约此类项目的有效落地实施。
研究方法：本研究旨在探讨影响REDI项目实施的教师个体与工作场所层面的预测因素。REDI是一款专为适配托育中心实施场景开发的针对性入学准备项目。本研究共纳入37家社区托育中心的63名教师开展REDI项目，各中心园长担任本地实施教练。
研究结果：结果显示，教师个体因素（如教学技能、对干预咨询的接受度）可显著预测REDI活动与教学策略的实施质量；同时，工作场所层面的因素是多项实施指标的重要预测因素。
讨论：本研究重点阐述了在托育中心提升干预实施效果与相应项目质量的实践与政策启示。