Lorenzo Amabili, Kuhu Gupta, Renata Georgia Raidou
A Taxonomy-Driven Model for Designing Educational Games in Visualization
IEEE computer graphics and applications
study assessed sustained effects head start redi researchbased developmentally informed randomized controlled preschool preventive intervention childrens developmental trajectories socialemotional functioning elementary school twentyfive head start centers 44 classrooms randomly assigned deliver head start redi head start usual head start redi featured integrated languageemergent literacy socialemotional skills curriculum enhanced support positive teaching practices 356 4yearold children 54 girls 25 african american 17 latino 70 living poverty centers classrooms followed 5 years preschool third grade 91 retention rate year teachers rated multiple domains socialemotional functioning personoriented latent class growth models used identify different developmental trajectories socialemotional functioning children followed tests proportions revealed children head start redi intervention statistically significantly likely children control condition follow optimal developmental trajectories social competence aggressiveoppositional behavior learning engagement attention problems studentteacher closeness peer rejection odds ratio 160193 findings suggest enriching head start evidencebased curriculum components teaching practices longlasting benefits childrens socialemotional functioning findings elucidate highquality preschool experiences promote core competencies critical school success children living poverty