Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

By K. Bierman, C. Domitrovich, Robert L. Nix, Scott D. Gest, Janet A. Welsh, Mark T. Greenberg, Clancy Blair, K. Nelson, Sukhdeep Gill. Child Development, 2008

904 citations recorded by the source corpus.

Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI- Research-based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands on” extension activities, and specific teaching strategies linked empirically with the promotion of: 1) social-emotional competencies, and 2) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multi-method assessments of 356 4-year-old children tracked their progress over the course of the one-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem-solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/206df89d6866b4c13469b2b30cc528dd086f6e0b

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In Developmental and Educational Psychology

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Citations in the corpus

An Iterative Approach to the Development of a Professional Development Intervention for Head Start Teachers (2011, background): “…studies of PD interventions that included coaching have revealed small but significant effects on children’s learning, with somewhat larger effects on teachers’ instruction (e.g., Bierman et al., 2008; Landry et al., 2009; Powell, Diamond, Burchinal, & Koehler,2010; Wasik, Bond, & Hindman, 2006).”
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, background): “…represent the period of development when the building blocks for young children’s reading and social development are being laid and thus form the foundation for many early childhood education approaches and curricula (e.g., Bierman et al., 2008; Weikart & Schweinhart, 2005; Xue & Meisels, 2004).”
Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading (2010, background): “Given the effectiveness of small-group dialogic reading in Head Start classrooms for increasing children’s expressive vocabulary (e.g., Bierman et al., 2008), an interesting possibility would be to test the added value of parent training in elaborative reminiscing to preschool-led dialogic reading.”
How Schools Enhance the Development of Young People’s Resilience (2019, background): “A multisystemic, coordinated approach to building resilience may be more effective than a program that is just school specific (Bierman et al. 2008; Webster-Stratton et al. 2008).”
School‐based prevention: current status and future challenges (2010, methodology): “For example, the Research‐based, Developmentally Informed (REDI) intervention integrated SEL with pre‐reading skills in the Head Start context and demonstrated effects on both academic and social and emotional outcomes (Bierman et al, 2008 ).”
Social and Emotional Learning: A Principled Science of Human Development in Context (2019, background): “…studies that include a measure of classroom processes and interactions (e.g., the Classroom Assessment Scoring System) show similar, and substantial, effects on classroom culture and climate (e.g., Brown, Jones, LaRusso, & Aber, 2010; Raver et al., 2008; Rivers et al., 2013; Bierman et al., 2008).”
Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table (2012, background): “Examples of such evidence-based programs are the Head Start REDI program (Bierman et al., 2008), the PATHS (Promoting Alternative Thinking Strategies) curriculum (Greenberg, Kusche, Cook, & Quamma, 1995; Kam, Greenberg, & Kusche, 2004), and the Tools of the Mind curriculum (Bodrova & Leong, 2007;…”
An Examination of the Efficacy of Insights in Enhancing the Academic and Behavioral Development of Children in Early Grades. (2014, positive): “Two exceptions are the recent studies of the Head Start Research-Based, Developmentally Informed (REDI) Program (see Bierman et al., 2008) and the Chicago School Readiness Project (CSRP; see Raver et al., 2011), both of which were designed to support low-income preschoolers’ school readiness.”
Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future. (2009, background): “…2001; Klein & Knitzer, 2006; NAEYC & NAECS/SDE, 2003) and in recent federally funded research on curriculum and school readiness research (e.g., Bierman et al., 2008; Clements & Sarama, 2008; Greenes, Ginsburg, & Balfanz, 2004; Justice, Mashburn, Pence, & Wiggins, 2008; Preschool Curriculum…”
Teacher Quality and Learning Outcomes in Kindergarten (2016, background): “We are aware of only a handful of earlier papers that use non-experimental methods to explore the effects of some education intervention (like access to preschool or a reformed curriculum) on measures of child EF (Bierman et al. 2008; Gormley et al. 2011; Weiland and Yoshikawa 2013).”
Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development (2016, background): “Emotion recognition The ability to discern and recognize others’ emotions (Bierman et al., 2008) is related to a variety of outcomes important for a successful transition into the classroom and in”