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Cited by 111Early Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional DevelopmentYouth Development and Social Support

The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social–emotional functioning.

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Nix, Robert L., Bierman, Karen L., Heinrichs, Brenda S., Gest, Scott D., Welsh, Janet A., Domitrovich, Celene E.·2016·Journal of Consulting and Clinical Psychology
DOI 10.1037/a0039937PMC PMC4801712
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Abstract

OBJECTIVE: This study assessed the sustained effects of Head Start REDI (Research-based, Developmentally Informed), a randomized controlled preschool preventive intervention, on children's developmental trajectories of social-emotional functioning into elementary school. METHOD: Twenty-five Head Start centers with 44 classrooms were randomly assigned to deliver Head Start REDI or Head Start as usual. Head Start REDI featured an integrated language-emergent literacy and social-emotional skills curriculum and enhanced support for positive teaching practices. The 356 4-year-old children (54% girls; 25% African American; 17% Latino; 70% living in poverty) in those centers and classrooms were followed for 5 years (from preschool through third grade; 91% retention rate). Each year, teachers rated multiple domains of social-emotional functioning. Person-oriented latent class growth models were used to identify the different developmental trajectories of social-emotional functioning that children followed. RESULTS: Tests of proportions revealed that children who had been in the Head Start REDI intervention were statistically significantly more likely than children in the control condition to follow the most optimal developmental trajectories of social competence, aggressive-oppositional behavior, learning engagement, attention problems, student-teacher closeness, and peer rejection (odds ratio = 1.60-1.93). CONCLUSIONS: These findings suggest that enriching Head Start with evidence-based curriculum components and teaching practices can have long-lasting benefits for children's social-emotional functioning. These findings elucidate how high-quality preschool experiences promote core competencies that are critical to the school success of children living in poverty.

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  • In the Head Start REDI RCT, children in the intervention versus control group were significantly more likely to follow optimal developmental trajectories in social behavior, aggressive-oppositional behavior, learning engagement, attention problems, student-teacher closeness, and peer rejection.

    “Children in the Head Start REDI intervention vs. control group were significantly more likely to follow optimal developmental trajectories in social behavior, aggressive-oppositional behavior, learning engagement, attention problems, student-teacher closeness, and peer rejection.”

    From Community Interventions to Promote Mental Health and Social Equity (2019) · cites this paper as [60]

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  1. Boivin M Bierman K Promoting school readiness and early learning: The implications of developmental research for practice 2014 Guilford Press New York

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Authors
Nix, R. L., Bierman, K. L., Heinrichs, B. S., Gest, S. D., Welsh, J. A., & Domitrovich, C. E.
Affiliations
Pennsylvania State University (US)
ORCID
Venue
Journal of Consulting and Clinical Psychology
Publisher
American Psychological Association (APA)
Published
2016-04
Volume
84
Issue
4
Pages
310-322
ISSN
  • 0022-006X (ISSN-L)
  • 1939-2117
DOI
10.1037/a0039937
PMC
PMC4801712
OpenAlex
W2324093308
Cited by
111
References
45
Citations by year
2026: 7 · 2025: 6 · 2024: 3 · 2023: 8 · 2022: 5 · 2021: 7 · 2020: 49 · 2019: 10 · 2018: 11 · 2017: 4 · 2016: 1
FWCI
38.30
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Consulting and Clinical Psychology (publishedVersion, other-oa)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Child Health and Human Development (HD046064)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Safety Research › Youth Development and Social Support
Keywords
social-emotional functioning, developmental trajectories, social competence, student engagement, attention deficits, peer rejection, early childhood education, long-term effects
MeSH terms
Aggression, Attention, Black or African American, Child, Child Development, Child, Preschool, Curriculum, Educational Status, Emotions, Female, Hispanic or Latino, Humans, Learning, Male, Peer Group, Poverty, United States, Early Intervention, Educational

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