Nurturing resilience in American Indian/Alaska Native preschool children: the role of cultural socialization, executive function, and neighborhood risk.
Nurturing resilience in American Indian/Alaska Native preschool children: the role of cultural socialization, executive function, and neighborhood risk.
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DOI：
10.3389/fpsyg.2023.1279336
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发表时间：
2023
影响因子：
3.8
通讯作者：
Tsethlikai, Monica
中科院分区：
文献类型：
--
作者：
Merculief, Alexis;Lipscomb, Shannon;McClelland, Megan M;Geldhof, G John;Tsethlikai, Monica
美洲印第安人和阿拉斯加原住民（AI/AN）儿童拥有众多文化资产，然而，更多地暴露于社区风险（例如，住房短缺、犯罪）可能会对包括执行功能（EF）在内的健康认知发展构成障碍。文化社会化可能会提升适应力并支持儿童的早期认知，但这尚未得到充分研究。本研究考察了社区风险和文化社会化对美洲印第安人和阿拉斯加原住民学龄前儿童执行功能的影响。
2015年美洲印第安人和阿拉斯加原住民“启智计划”家庭与社区体验（FACES）研究中的768名美洲印第安人和阿拉斯加原住民学龄前儿童的家长/照顾者通过两个量表对社区风险进行了评估：“社区问题”和“环境状况”，并通过两个量表对文化社会化实践进行了评估：文化活动和部落语言活动。儿童的执行功能通过铅笔敲击任务和莱特国际操作量表 - R注意力分量表直接测量。
家庭认为社区风险相对较低，总体风险并不能预测儿童的执行功能。然而，较高的平均语言社会化程度与较高的执行功能显著相关，两种特定的语言活动（鼓励儿童学习他们的部落语言、确保儿童听到他们的部落语言）以及两种文化活动（玩美洲印第安人和阿拉斯加原住民游戏、参加部落仪式）也是如此，且对社区风险进行了控制。
研究结果表明，文化社会化的某些方面可能通过支持早期执行功能来提升美洲印第安人和阿拉斯加原住民学龄前儿童的适应力。其机制可能包括增强精神、社会和文化联系，以及在文化游戏中锻炼执行功能技能。未来的研究应与美洲印第安人和阿拉斯加原住民社区合作，研究基于文化的执行功能干预措施，并重新评估社区风险的衡量标准，以提升美洲印第安人和阿拉斯加原住民儿童的适应力和联系感。
American Indian and Alaska Native (AI/AN) children possess numerous cultural assets, yet higher exposures to neighborhood risks (e.g., lack of housing, crime) may present barriers to healthy cognitive development, including executive function (EF). Cultural socialization may promote resilience and support children’s early cognition, but this has not been adequately studied. The present study examined the effects of neighborhood risk and cultural socialization on EF for AI/AN preschool children. Parents/caregivers of 768 AI/AN preschoolers from the 2015 AI/AN Head Start Family and Community Experiences (FACES) Study rated neighborhood risk via two scales: “Neighborhood Problems” and “Environmental Conditions,” and cultural socialization practices via two scales: cultural activities and tribal language activities. Children’s EF was measured directly using the Pencil Tap Task and the Leiter-R attention subscale. Families perceived neighborhood risks as relatively low, and overall risk did not predict children’s EF. However, higher average language socialization was significantly related to higher EF, as were two specific language activities (encouraging children to learn their tribal language, making sure children heard their tribal language) and two cultural activities (playing AI/AN games, participating in tribal ceremonies), controlling for neighborhood risk. Findings suggest some aspects of cultural socialization may promote resilience among AI/AN preschoolers by supporting early EF. Mechanisms may include increased spiritual, social, and cultural connections, and practice with EF skills during cultural games. Future research should partner with AI/AN communities to investigate culturally grounded EF interventions and reevaluate measures of neighborhood risk to promote resilience and connectedness for AI/AN children.