Masking and Child Development During COVID-19: A Supplement to the FRIENDS Project

COVID-19 期间的掩蔽和儿童发展：FRIENDS 项目的补充

• 批准号: 10481415
• 负责人: Dianna Murray-Close
• 金额: $ 22.53万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-24 至 2023-01-23
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10481415
• 关键词: Address; Affect; Age; Aggressive behavior; Anger; Arousal; Attitude; Behavior; Behavioral; Biological; Biological Assay; COVID-19; COVID-19 impact; COVID-19 pandemic; Caregivers; Child; Child Behavior; Child Development; Child Rearing; Chronic stress; Clinical; Cognitive; Collection; Communication; Competence; Conflict (Psychology); Data; Data Set; Development; Distance Learning; Elements; Emotional; Ethnic Origin; Exhibits; Fostering; Gender; Grant; Health Policy; Home; Home environment; Household; Hydrocortisone; Hyperactivity; Learning; Longitudinal Studies; Masks; Methods; National Institute of Child Health and Human Development; Natural experiment; Nursery Schools; Outcome; Parents; Persons; Police; Policy Maker; Population; Positioning Attribute; Preschool Child; Property; Psychological adjustment; Psychometrics; Public Health; Race; Readiness; Reporting; Research; Resources; Role; Saliva; Sampling; Schools; Science; Social Functioning; Stress; Structure of nail of finger; System; Techniques; Testing; Time; Victimization; acute stress; base; cohort; depressive symptoms; design; early childhood; emotional adjustment; experience; falls; foster child; innovation; insight; kindergarten; low socioeconomic status; parent grant; peer; policy implication; social; teacher; theories

This supplement will provide an opportunity to test the impact of child masking due to COVID-19 on adjustment among children attending preschool and kindergarten participating in the FRIENDS project, which is a multi- method, multiple cohort, longitudinal study. This supplement has clear theoretical, educational, clinical, and policy implications. Based on rigorous prior theory and research including some preliminary data related to the impact of COVID-19 from the parent grant, we propose to assess the impact of school-based masking on four facets of child adjustment that have been theorized to be critical elements of child development disrupted by COVID-19 pandemic: 1) academic competence; 2) behavioral and emotional adjustment (i.e., hyperactivity, aggression, anger, depressive symptoms); 3) social functioning (friendlessness, rejection, victimization, prosocial behavior); and 4) acute and chronic stress system activation. We will test the central hypothesis that although masking may introduce some new challenges for children and teachers, children experiencing in- person, masked school will exhibit social and academic adjustment that is higher than unmasked remote learners and similar to unmasked in-person learners. The proposed supplement will test the impact of child masking at school on adjustment among children attending preschool (Aim 1) and kindergarten (Aim 2), and evaluate potential moderators of these effects (Aim 3). In addition, we will examine whether parental masking practices, parental masking attitudes, mask-related conflict, and parent-teacher communication and support are related to adjustment among children engaged in masked, in-school learning (Aim 4). The sample is diverse in SES and race/ethnicity. We will use multiple methods that have been successfully implemented for the parent grant during COVID-19 (e.g., home-based saliva and fingernail collection for cortisol assays, direct academic assessments via zoom, caregiver and teacher reports via qualtrics). The current proposal will use state-of-the-art techniques for assessing all constructs, which have strong psychometric properties, enhancing the rigor of the approach. The approach is consistent with the existing parent grant and is a natural extension of the aims of that grant. Investigating the effects of masking on adjustment during preschool and during the transition to kindergarten will enhance our understanding of how to foster wellness and school readiness in the age of COVID-19; further, moderators will provide important insights regarding which children are most strongly affected by in-school masking. Finally, the examination of effects of parenting contexts will provide important insights regarding the conditions under which in-school masking may present challenges for child adjustment, which educators, policy makers and clinicians may then address. The proposed supplement will provide a rich dataset with opportunities for secondary questions related to COVID-19. The proposed project is well positioned to advance major “high-priority” initiatives of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (Child Development and Behavior Branch).

该补充材料将提供一个机会，以测试因COVID-19而导致的儿童掩蔽对调整的影响 在参加FRIENDS项目的学龄前和幼儿园儿童中， 方法，多队列，纵向研究。这一补充有明确的理论，教育，临床， 政策影响。基于严格的先验理论和研究，包括与 为评估家长补助金对COVID-19的影响，我们建议评估校本掩蔽对四个 儿童适应的各个方面，理论上被认为是儿童发展的关键因素， COVID-19大流行：1）学术能力; 2）行为和情绪调整（即，过度活跃， 攻击、愤怒、抑郁症状）; 3）社会功能（无朋友、拒绝、受害， 亲社会行为）;和4）急性和慢性应激系统激活。我们将检验中心假设， 虽然掩蔽可能会给儿童和教师带来一些新的挑战，但儿童在- 一个人，蒙面学校将表现出社会和学术适应，高于unmasked远程 学习者和类似于未蒙面的个人学习者。拟议的补充将测试儿童的影响 学龄前儿童（目标1）和幼儿园儿童（目标2）在学校进行适应性掩蔽， 评估这些影响的潜在调节因素（目标3）。此外，我们将研究父母的掩蔽是否 行为、家长的掩饰态度、与掩饰相关的冲突、家长与教师的沟通与支持 与从事蒙面，在校学习的儿童的适应有关（目标4）。样品 在社会经济地位和种族/民族多样性。我们将使用已成功实现的多种方法， COVID-19期间的母公司补助金（例如，用于皮质醇测定的家庭唾液和指甲采集，直接 通过Zoom进行学术评估，通过Qualtrics进行护理人员和教师报告）。目前的提案将使用 评估所有结构的最先进技术，具有很强的心理测量特性， 方法的严谨性。该方法与现有的父母补助金一致，是一种自然延伸 这一补助金的目的。调查掩蔽对学龄前和学龄前儿童适应的影响 过渡到幼儿园将提高我们对如何促进健康和学校准备的理解， 年龄的COVID-19;此外，主持人将提供重要的见解，关于哪些儿童是最 深受校内伪装的影响最后，对父母教养环境的影响的研究将提供 关于在学校掩蔽可能给儿童带来挑战的条件的重要见解 调整，教育工作者，政策制定者和临床医生可以解决。拟议的补编将 提供丰富的数据集，为与COVID-19相关的次要问题提供机会。拟建项目 处于有利地位，以推进尤尼斯肯尼迪施莱佛国家研究所的主要“高优先级”倡议， 儿童健康和人类发展（儿童发展和行为分支）。