Peer and Family Adversity, Neuroendocrine Regulation, and School Readiness across the Transition to Kindergarten

幼儿园过渡期间的同伴和家庭逆境、神经内分泌调节和入学准备

• 批准号: 10372992
• 负责人: Dianna Murray-Close
• 金额: $ 42.2万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-04-10 至 2024-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10372992
• 关键词: Address; Adverse event; Area; Behavioral; Biological; Caregivers; Child; Child Behavior; Child Development; Child Rearing; Chronic; Chronic stress; Clinical; Cognitive; Data; Data Set; Demographic Factors; Development; Ethnic Origin; Exhibits; Family; Gender; Hair; Hormones; Hydrocortisone; Impairment; Investigation; Language; Link; Literature; Longitudinal Studies; Low income; Measures; Mediating; Mediator of activation protein; Methods; National Institute of Child Health and Human Development; Neurosecretory Systems; Nursery Schools; Outcome; Pathway interactions; Peer Group; Physiological; Physiology; Policies; Positioning Attribute; Poverty; Predictive Factor; Prevention; Process; Race; Readiness; Regulation; Reporting; Research; Research Personnel; Risk; Role; Sampling; Schools; Shapes; Skin; Stress; System; Techniques; Testing; Time; Work; Youth; base; early experience; early life adversity; executive function; experience; indexing; innovation; intervention program; kindergarten; peer; peer victimization; policy implication; preventive intervention; psychobiologic; psychologic; skills; social; teacher; theories

This is a multi-method, longitudinal study of the role of early adversity in the development of school readiness, which has clear theoretical, educational, clinical, and policy implications. We propose to assess the unique and interactive effects of family adversity (e.g., harsh and inconsistent parenting, low income) and peer adversity (i.e., peer victimization, peer rejection, and friendlessness), on the development of multiple indicators of school readiness (academic functioning, executive functioning, and social behavioral skills) that are critical for a successful transition to school. Further, we will examine whether early family and peer adversity “get under the skin” by altering stress system functioning, as measured by the hormone cortisol, and whether stress dysregulation in turn impairs school readiness. We will test the legacy of early experiences on kindergarten school readiness, beyond the role of ongoing adversity. Data will be collected from 400 children diverse in SES and race/ethnicity across the transition from preschool to kindergarten. We will use multiple methods (direct academic assessments, cortisol, caregiver and teacher reports) to assess early predictors of school readiness across this significant school transition. The current proposal will use advanced techniques including hair analysis for cortisol to obtain an index of chronic stress exposure. Investigating the unique and interactive effects of both family and peer adversity provides a critical next step in research on the biological embedding of early adversity and its consequences for the transition to school, as few studies have examined the role of both family and peer processes in dysregulated stress system function or school readiness. Understanding these pathways to school readiness is critical to informing content and timing of preventive interventions. The proposed project will provide a rich dataset with opportunities for additional exploratory analyses related to directionality of associations and gender moderation. The proposed project is well positioned to advance a major initiative of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (Child Development and Behavior Branch): Advancing research on the psychological, psychobiological, language, behavioral, and educational development of children.

这是一项多方法的纵向研究，旨在探讨早期逆境在 发展入学准备，其中有明确的理论，教育，临床， 政策影响。我们建议评估家庭的独特和互动影响， 逆境（例如，严厉和不一致的养育，低收入）和同伴逆境（即， 同伴受害，同伴拒绝，和无朋友），对发展的多重 入学准备指标（学术功能、执行功能和社会功能） 行为技能）是成功过渡到学校的关键。此外，我们将 研究早期家庭和同伴的逆境是否会通过改变压力而“深入皮肤” 系统功能，如皮质醇激素测量，以及压力是否 失调反过来又损害了入学准备。我们将测试早期的遗产 幼儿园入学准备的经验，超越了持续逆境的作用。 将从400名SES和种族/民族不同的儿童中收集数据， 从学前班到幼儿园的过渡。我们将使用多种方法（直接学术 评估，皮质醇，照顾者和教师报告），以评估早期预测因素 在这一重大的学校转型中做好入学准备。目前的提案将使用 先进的技术，包括头发分析皮质醇，以获得一个指数的慢性 压力暴露调查家庭和同伴的独特和互动影响 逆境为研究早期癌症的生物嵌入提供了关键的下一步， 逆境及其对向学校过渡的后果，因为很少有研究 研究了家庭和同伴过程在失调的压力系统中的作用 功能或学校准备。了解这些入学准备的途径是 这对宣传预防性干预措施的内容和时机至关重要。拟建项目 将提供一个丰富的数据集，有机会进行与以下方面相关的额外探索性分析： 协会的方向性和性别节制。拟议的项目很好 定位于推进尤妮斯·肯尼迪·施莱佛国家研究所的一项重大举措 儿童健康和人类发展部（儿童发展和行为分支）： 推进心理学、心理生物学、语言、行为和 儿童的教育发展。