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).

这一补充将提供一个机会，以测试因新冠肺炎导致的儿童面具对适应的影响 在参加儿童之友项目的学龄前儿童和幼儿园儿童中，该项目是一个多方面的 方法：多队列、纵向研究。本附录有明确的理论、教育、临床和 政策含义。基于严格的先验理论和研究，包括一些与 新冠肺炎的影响来自家长助学金，我们建议评估校本掩饰对四个方面的影响 儿童适应的几个方面，理论上被认为是儿童发展的关键因素，受到 新冠肺炎大流行：1)学习能力；2)行为和情绪调整(即，多动， 攻击性、愤怒、抑郁症状)；3)社会功能(无朋友、被拒绝、受伤害、 亲社会行为)；以及4)急性和慢性应激系统激活。我们将检验核心假设，即 尽管蒙面可能会给儿童和教师带来一些新的挑战，但儿童在- 人，戴面具的学校会表现出比不戴面具的遥控器更高的社交和学业适应 学习者和类似于不带面具的面对面学习者。拟议的补充方案将测试儿童的影响 在学校掩盖学龄前儿童(目标1)和幼儿园儿童(目标2)的适应情况；以及 评估这些影响的潜在缓和因素(目标3)。此外，我们将检查父母的面具是否 实践、家长蒙面态度、与蒙面有关的冲突以及家长与教师的沟通和支持 与从事蒙面在校学习的儿童的适应有关(目标4)。样品是 在社会经济地位和种族/民族方面不同。我们将使用已成功实现的多个方法 父母在新冠肺炎期间的资助(例如，在家中收集唾液和指甲以进行皮质醇检测，直接 通过Qualtrics的ZOOM、照顾者和教师报告进行学术评估)。目前的提案将使用 评估所有结构的最先进技术，这些结构具有强大的心理测量特性，增强 方法的严谨性。该方法与现有的父赠款一致，是一种自然延伸。 这笔拨款的目的。掩饰对学龄前儿童适应能力影响的研究 过渡到幼儿园将加深我们对如何促进健康和上学准备的理解 新冠肺炎时代；此外，版主将提供关于哪些孩子最 受到校内蒙面的强烈影响。最后，对育儿环境的影响的检查将提供 关于在校内蒙面可能对儿童构成挑战的情况的重要见解 调整，这是教育工作者、政策制定者和临床医生随后可能解决的问题。拟议的补编将 提供丰富的数据集，提供与新冠肺炎相关的次要问题的机会。建议的项目是 能够很好地推进尤尼斯·肯尼迪·施莱弗国家科学研究院的重大“高优先级”倡议 儿童健康和人类发展(儿童发展和行为处)。