Peer Treatment across the Transition to Kindergarten: A test of Biological Sensitivity to Context Theory

幼儿园过渡期间的同伴待遇：对情境理论的生物敏感性测试

• 批准号: 1939393
• 负责人: Jamie Ostrov
• 金额: $ 42.67万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-15 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1939393&HistoricalAwards=false
• 关键词: Peer; Treatment; across; Transition; Kindergarten

Understanding successful transitions to kindergarten is a critical task that has clear implications for children’s well-being. Early adverse experiences appear to interfere with children’s school readiness. However, research has largely ignored a critical environmental context – the peer group – in the development of school readiness during the transition to kindergarten. This project is among the first to examine how both positive and negative peer treatment relate to multiple indicators of school readiness (i.e., academic skills, social skills, planning and controlling behavior), and in turn, later school functioning. In addition, this project is among the first to examine whether children that are more biologically reactive to their environment are more strongly affected by both negative and positive peer experiences. Many children begin kindergarten without the appropriate skills needed to succeed; this project will examine how the peer group may be shaping school readiness during this important transition, and which children are most strongly affected by this critical environmental context. This study is a multi-method, short-term longitudinal study using psychophysiological and behavioral measures in a sample of 4-5-year-old children attending preschool and making the transition to kindergarten. A diverse sample of 160 children will be assessed at three time points. The key objectives are to examine how peer treatment during preschool impacts school readiness, and in turn, kindergarten school functioning. In addition, the project will investigate whether peer experiences are most impactful among physiologically reactive youth. This work has the potential to highlight factors that promote adaptive school readiness and positive academic and social-emotional outcomes in diverse samples of preschoolers. This project will provide critical training in developmental science for ethnically and racially diverse graduate and undergraduate research assistants; these formative experiences have the potential to shape the next generation of scientists. Moreover, the proposed project has the potential to impact a significant portion of children, families, and schools within society at large.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

了解成功过渡到幼儿园是一项关键任务，对儿童的福祉有明确的影响。早期的不良经历似乎会影响儿童的入学准备。然而，研究在很大程度上忽视了一个关键的环境背景-同龄人群体-在过渡到幼儿园的学校准备的发展。这个项目是第一个研究积极和消极的同伴对待如何与入学准备的多个指标（即，学术技能，社交技能，计划和控制行为），反过来，后来的学校运作。 此外，该项目是第一个研究儿童是否更生物反应，他们的环境更强烈地受到消极和积极的同伴经验的影响。 许多儿童开始上幼儿园时没有获得成功所需的适当技能;本项目将研究在这一重要的过渡期间，同龄人群体如何影响入学准备，以及哪些儿童受这一关键环境的影响最大。本研究是一项多方法、短期的纵向研究，采用心理生理和行为测量方法，以4-5岁的学龄前儿童为样本，过渡到幼儿园。将在三个时间点对160名儿童的多样化样本进行评估。 主要目标是研究如何在学前同伴治疗影响入学准备，反过来，幼儿园学校的运作。此外，该项目还将调查同龄人的经历是否对生理反应型青年最有影响。这项工作有可能突出的因素，促进适应性的学校准备和积极的学术和社会情感的结果在不同的样本学龄前儿童。该项目将为种族和种族多样化的研究生和本科生研究助理提供发展科学方面的关键培训;这些形成经验有可能塑造下一代科学家。此外，该项目有可能影响到社会上相当一部分儿童、家庭和学校。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。