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四岁时学会分享、学会在生气时冷静下来，到二十二岁还会有影响吗？宾夕法尼亚州立大学（Penn State）的研究者给出了肯定的初步答案。他们追踪了参加 REDI 课程的孩子：这套课程加在美国面向低收入家庭的“启智计划”（Head Start）幼儿园里，每周两节，教友谊、情绪理解、解决问题和语言技能。研究发表在《美国心理学家》（American Psychologist）上，校方于10月19日发布新闻稿。文章大致按“发现—背景—方法—结果—局限”展开：先给出近二十年后的主要发现，再介绍 Head Start 的由来和仍然存在的差距；接着说明 REDI 课堂的具体做法，以及对 356 名 21–22 岁青年的调查结果；最后指出 11 项指标中有 4 项没有差别，童年困境的负面影响也依然存在。阅读时可留意 suggests、could 等词如何为结论保留分寸，以及 but、still、whether … or not 如何引出对比和限制。

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Can lessons about sharing and staying calm at age four still matter at 22? A new study from Penn State University suggests they can. Researchers followed children who took part in a preschool program called REDI, which teaches friendship, feelings, problem-solving and language skills. Almost two decades later, these young adults reported a better quality of life than peers who did not get the same lessons. The study was published in the journal American Psychologist, and Penn State shared the results on October 19.

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四岁时学到的分享和保持冷静的课程，到22岁时还会有影响吗？宾夕法尼亚州立大学的一项新研究表明，答案是肯定的。研究人员追踪了参加一项名为REDI的幼儿园课程的孩子，这项课程教授友谊、情绪、解决问题和语言方面的技能。将近二十年后，这些年轻人报告的生活质量高于没有上过同样课程的同龄人。该研究发表在《美国心理学家》期刊上，宾夕法尼亚州立大学于10月19日公布了研究结果。

REDI was added to Head Start, a government preschool program for children from low-income families that the United States created in the 1960s. Head Start teaches skills such as taking turns and listening, because children who start school without them tend to do less well over their lifetime. Studies show Head Start helps, but a gap remains between children from low-income homes and their peers. The researchers wanted to know whether extra skill lessons could make a lasting difference.

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REDI是在“启智计划”（Head Start）基础上增加的课程。启智计划是美国在20世纪60年代设立的、面向低收入家庭儿童的政府幼儿园项目。它教授轮流和倾听等技能，因为入学时缺乏这些技能的孩子，一生中的表现往往较差。研究显示启智计划确有帮助，但低收入家庭的孩子与同龄人之间仍然存在差距。研究人员想知道，额外的技能课程能否带来持久的改变。

In REDI classrooms, children had two lessons a week. Some lessons taught friendship skills, such as sharing. Others helped children recognize feelings, stay calm when upset, or learn new words, so that they had the language to use their social skills. Teachers were trained to use the lessons in real moments, for example when two children wanted the same toy.

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在REDI课堂上，孩子们每周上两节课。有些课教授分享等友谊技能；另一些课帮助孩子识别情绪、在难过生气时保持冷静，或者学习新词，让他们有足够的语言来运用社交技能。老师们还接受了培训，学会在真实情境中运用这些课程内容，比如两个孩子想要同一个玩具的时候。

The new study surveyed young adults aged 21 or 22 who had attended 44 Head Start programs in three Pennsylvania counties. Of them, 192 had been in REDI classrooms and 164 in standard ones. They answered questions about 11 parts of their well-being. The REDI group reported less loneliness, fewer signs of depression and fewer behavior problems. They also reported more empathy, more emotional support and higher life satisfaction. According to co-author Damon Jones, they had almost two more healthy days per month, or more than 20 extra healthy days a year.

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这项新研究调查了21岁或22岁的年轻人，他们小时候在宾夕法尼亚州三个县的44个启智计划幼儿园就读。其中192人当年在REDI班级，164人在普通班级。他们回答了关于幸福感11个方面的问题。REDI组报告的孤独感更少、抑郁迹象更少、行为问题也更少。他们还报告了更强的同理心、更多的情感支持和更高的生活满意度。据合著者达蒙·琼斯介绍，他们每月的健康天数平均多出将近两天，相当于每年多出20多个健康的日子。

Not every measure changed. The researchers found no difference in four areas, including hyperactivity and a sense of belonging. Still, lead author Karen Bierman said the differences on the other seven measures were large enough to matter in people’s lives.

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并非每项指标都有变化。研究人员发现，在多动、归属感等四个方面没有差别。不过，第一作者卡伦·比尔曼表示，其余七项指标上的差异已经大到足以影响人们的生活。

The study also showed the limits of early lessons. Children who faced more difficult experiences, such as being separated from their parents, had poorer well-being as adults, whether they joined REDI or not. Co-author Janet Welsh said children need protection from harm as well as help in building skills. This costs money, she added, but it is a solid investment.

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这项研究也显示了早期课程的局限。童年时经历更多困境（例如与父母分离）的孩子，无论是否参加过REDI，成年后的幸福感都较差。合著者珍妮特·韦尔什表示，孩子们既需要免受伤害的保护，也需要在培养技能方面得到帮助。她补充说，这需要花钱，但这是一项可靠的投资。

新闻来源

• Penn State News · Building social and emotional skills in preschool improved life for young adults (19 Oct 2026)

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