Prenatal and Early Childhood Pathways To Health: An Integrated Model of Chemical and Social

摘要 儿童的生活、学习和玩耍的环境从本质上塑造了他们。这项研究的建议， SARS-CoV-2（COVID-19）病毒爆发对儿童发育的影响汇集了多学科 来自全国各地的6个ECHO奖的调查人员团队，代表了5个队列的约2500名儿童中期 和青少年的青年和个人报告的结果（PRO）核心）。拟议的研究开发和 测试了一个新的概念模型，将家庭和社区社会人口风险作为重要因素， 塑造与COVID-19相关的学校、家庭和儿童的困难和资源，影响儿童的积极健康。 我们建议学校资源（例如，远程学习的类型和质量），家庭困难（例如，金融 压力和技术接入），以及儿童情感支持（例如，与同龄人的联系和家庭支持） 联合收割机预测儿童的积极健康，如测量的学术能力和心理健康， 存在ECHO的建议结合了以变量为中心和以人为中心的方法论 生成关键的、对时间敏感的知识，了解可以有效缓解 COVID-19心理社会困难对儿童积极健康发展的影响。作为学区， 社区和各州开始规划下一阶段的经济开放和学校关闭后的恢复 在秋季，必须知道哪些儿童最脆弱，最有可能被落在后面;学校如何 政策和教学方法可以得到最佳优化;社会和情感支持需要在 为了让家庭和社区“重建得更好”，

ABSTRACT Children are inherently shaped by the environment in which the live, learn, and play. This proposal to study the impact of SARS-CoV-2 (COVID-19) virus outbreak on children’s development brings together a multidisciplinary team of investigators across the country from 6 ECHO Awards, representing 5 cohorts of ~2500 middle childhood and adolescent youth and the Person-Reported Outcome (PRO) Core). The proposed research develops and tests a novel conceptual model that casts family and community sociodemographic risk as important factors that shape COVID-19 related school, family, and child hardships and resources that influence child positive health. We propose that school resources (e.g., type and quality of distance learning), family hardships (e.g., financial strain and technology access), and child emotional support (e.g., connections to peers and family support) combine to predict children's positive health as measured by academic competence and psychological well- being. This ECHO proposal combines both variable-centered and person-centered methodological approaches to generate critical, time-sensitive knowledge on modifiable and actionable factors that can effectively mitigate the impact of COVID-19 psychosocial hardships on child positive health development. As school districts, communities, and states begin planning for the next stages of economic opening and return from school closures in the fall, it is imperative to know which children are most vulnerable and at-risk of being left behind; how school policies and teaching approaches can be best optimized; and what social and emotional supports need to be in place in order for families and communities to “build back better.”