Family and School Contexts as Predictors of Early Childhood Latino Development

家庭和学校环境是拉丁裔儿童早期发展的预测因素

• 批准号: 8466349
• 负责人: Laurie Miller Brotman
• 金额: $ 60.29万
• 依托单位: NEW YORK UNIVERSITY SCHOOL OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-15 至 2015-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8466349
• 关键词: Acculturation; Address; Adolescent; Adult; Alcohol or Other Drugs use; Area; Behavior; Behavioral; Characteristics; Child; Child Behavior; Child Development; Conduct Disorder; Development; Dominican; Educational Status; Educational process of instructing; Ethnic Origin; Failure; Family; Family Characteristics; Family Study; Future; Gender; Health; Health Care Costs; High Prevalence; Home environment; Immigrant; Institution; Intervention; Latino; Link; Literature; Longitudinal Studies; Mainstreaming; Mental Depression; Mental Health; Methods; Mexican; Modeling; Mothers; Outcome; Parenting behavior; Parents; Pathway interactions; Plant Roots; Population; Problem behavior; Process; Public Health; Readiness; Research; Risk; Role; Sampling; Schools; Social Network; Social support; Socialization; Students; Subgroup; Testing; Time; Time Study; Underachievement; Underserved Population; United States; Vulnerable Populations; anti social; base; boys; contextual factors; cultural competence; design; early childhood; elementary school; ethnic minority population; experience; first grade; girls; high school; informant; innovation; kindergarten; public health relevance; segregation; teacher

DESCRIPTION (provided by applicant): To test a model of early childhood development that incorporates developmental and cultural concepts to examine the family context, the school context, and the intersection of the two as predictors of the academic and behavioral functioning of Latino children. Rationale: It has become increasingly clear that the development of Latino children, as an ethnic minority population, cannot be fully understood without proper consideration for the unique ecological contexts within which they function. Unfortunately, empirical studies of cultural variables of theoretical importance for Latino child development have been limited. Family and school contextual factors arguably represent the most proximal predictors of young children's development, and the study of families in schools (i.e., the intersection of family and school) has great potential to elucidate the ways in which contextual factors interact to influence early development. Aims: This study has three primary aims with Mexican (MA) and Dominican (DR) children: 1) To examine the family and school contexts of children in relation to behavior problems and school readiness during the first year of formal schooling (i.e., at school entry); 2) To examine the family and school contexts of children at school entry as predictors of later developmental competencies; 3) To examine change in how families interact in schools as predictors of developmental competencies. Cultural family characteristics will be examined, in an exploratory fashion, as moderators of the link between school contexts and developmental competencies. Design: This theoretically- guided and culturally-informed study will test an integrative model through a longitudinal study with 900 MA and DR families during early childhood, as children embark on their formal educational experience as Pre- Kindergarten and Kindergarten students in 30 large, urban public elementary schools. The study will use a multi-informant, multi-method assessment approach to examine the family and school contexts of children in relation to behavior problems and school readiness at school entry and over time (i.e., 3 years). Significance: The high prevalence of academic failure and behavior problems experienced by Latinos has been well documented. This study has great potential to enhance our understanding of the developmental pathways to important educational and mental health outcomes among Latino children. Findings from the study will serve to inform future family and school intervention efforts for this vulnerable population. At the same time, the study will explore strengths of the Latino culture to identify protective processes that may mitigate the risk of academic and behavior problems among Latino children.

描述（由申请人提供）：测试幼儿发展模型，该模型结合了发展和文化概念，以检查家庭环境，学校环境以及两者的交叉点作为拉丁裔儿童的学术和行为功能的预测因素。基本原理：越来越清楚的是，拉丁美洲儿童作为少数民族人口的发展，如果不适当考虑他们发挥作用的独特生态环境，就不能充分理解。不幸的是，对拉丁裔儿童发展具有理论重要性的文化变量的实证研究有限。家庭和学校环境因素可以说是幼儿发展的最接近的预测因素，对学校中家庭的研究（即，家庭和学校的交叉点）在阐明环境因素相互作用影响早期发展的方式方面具有很大的潜力。目的：本研究针对墨西哥（MA）和多米尼加（DR）儿童有三个主要目标：1）检查儿童的家庭和学校环境与正规学校第一年期间行为问题和入学准备的关系（即，入学时）; 2）考察儿童入学时的家庭和学校环境对儿童后期发展能力的预测作用; 3）考察家庭在学校的互动方式的变化对儿童发展能力的预测作用。文化家庭的特点将被检查，在探索性的方式，作为调节器的学校环境和发展能力之间的联系。设计图：这一理论指导和文化知情的研究将测试一个综合模型，通过纵向研究与900 MA和DR家庭在幼儿期，儿童开始他们的正规教育经验，作为学前班和幼儿园的学生在30个大型，城市公立小学。这项研究将采用多信息提供者、多方法评估的方法，检查儿童的家庭和学校环境与入学时和一段时间内的行为问题和入学准备情况的关系（即，3年）。意义：拉丁美洲人经历的学业失败和行为问题的高患病率已经有据可查。这项研究有很大的潜力，以提高我们的发展途径的理解，以重要的教育和心理健康结果之间的拉丁美洲儿童。这项研究的结果将有助于为未来针对这一弱势群体的家庭和学校干预工作提供信息。与此同时，该研究将探讨拉丁美洲文化的优势，以确定可能减轻拉丁美洲儿童学业和行为问题风险的保护过程。