OBSERVING SELF-REGULATION IN CONTEXT IN HEAD START CLASSROOMS AND DUAL LANGUAGE LEARNERS SCHOOL READINESS

在启蒙课堂和双语学习者入学准备中观察自我调节

• 批准号: 100254
• 负责人: DARYL GREENFIELD
• 金额: $ 2.5万
• 依托单位: UNIVERSITY OF MIAMI CORAL GABLES
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-29 至 2019-09-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/100254
• 关键词: OBSERVING; SELF; REGULATION; CONTEXT; HEAD

Nationally, the rates of preschool-aged Dual Language Learners (DLL) are rising, making it a priority to understand how to support DLLs in the education environment. Currently, over a quarter of preschoolers in the United States are Latino DLLs who live in poverty. It is critical to examine the skills that contribute to the social and cognitive development of young DLLs because an achievement gap is present that persists through development. Head Start serves many Latino DLLs, and thus offers a key developmental setting to examine how to foster DLLs social-emotional and cognitive development to close the achievement gap. Self-regulation is a critical social-emotional skill, which promotes children’s later development and achievement. Self-regulation skills include self-control, emotion regulation, and problem solving. The development of these skills is important for DLL preschoolers from low-income environments because they are predictive of positive outcomes. As a result of the link between early self-regulation skills and later outcomes, it is important to foster the development of DLLs’ early self-regulation skills to begin to close the achievement gap. Few studies have examined self-regulation skills in Latino DLLs; therefore, further research in this area is necessary. To measure self-regulation skills, many studies use either direct assessment or systematic classroom observations; however, little is known about the link between these two tools. Therefore, it is important to clarify the relationship between these two types of measurement techniques in order to use them effectively in research that will inform our understanding and intervention with DLL’s self-regulation skills. This study will be the first to examine the association between two different measures of self-regulation, a direct assessment and a systematic classroom observation. It is especially important to examine the transactional relationship between self-regulation skills and the contexts of the preschool classroom, such as the focus of instruction (e.g., teacher-managed), the group size (e.g., whole group), and teacher practices used to manage behavior (e.g., verbal cues used to make behavioral requests). By researching which contexts of the preschool classroom naturally foster the use of DLL’s positive behavior, teachers will be able to intentionally focus their attention on those contexts, which will provide more opportunities for Latino DLLs to practice their self-regulation skills. This project will be the first to determine the ideal classroom contexts that promote higher use of DLLs self-regulated behaviors. The aims of this study will help contribute to the identification of how to use the classroom to best support the development of self-regulation skills and improve academic outcomes for young DLLs. The goal of this project is to inform classroom-based interventions that support teachers’ scaffolding of DLLs’ self-regulation skills and to foster positive school readiness skills across domains.

在全国范围内，学龄前双语学习者（DLL）的比例正在上升，这使得了解如何在教育环境中支持DLL成为优先事项。目前，美国超过四分之一的学龄前儿童是生活在贫困中的拉丁美洲DLL。关键是要检查有助于年轻DLL的社会和认知发展的技能，因为存在的成就差距，通过发展持续存在。Head Start为许多拉丁美洲DLL提供服务，因此提供了一个关键的发展环境，以研究如何促进DLL的社会情感和认知发展，以缩小成就差距。 自我调节是一种重要的社会情感技能，它促进儿童的后期发展和成就。自我调节技能包括自我控制，情绪调节和解决问题。这些技能的发展对于来自低收入环境的DLL学龄前儿童非常重要，因为它们可以预测积极的结果。由于早期自我调节技能和后来的结果之间的联系，重要的是要促进DLL的早期自我调节技能的发展，开始缩小成就差距。 很少有研究探讨拉丁美洲DLL的自我调节技能，因此，在这方面的进一步研究是必要的。为了衡量自我调节技能，许多研究使用直接评估或系统的课堂观察;然而，对这两种工具之间的联系知之甚少。因此，重要的是要澄清这两种类型的测量技术之间的关系，以便有效地使用它们的研究，将告知我们的理解和干预与DLL的自我调节技能。本研究将是第一次探讨两种不同的自我调节措施，直接评估和系统的课堂观察之间的关联。 特别重要的是要检查自我调节技能和学前班课堂环境之间的关系，如教学的重点（例如，教师管理的），组大小（例如，整个小组），以及用于管理行为的教师实践（例如，用于做出行为请求的口头线索）。通过研究学前班课堂的哪些环境自然促进了DLL积极行为的使用，教师将能够有意地将注意力集中在这些环境上，这将为拉丁美洲DLL提供更多的机会来练习他们的自我调节技能。这个项目将是第一个确定理想的课堂环境，促进更多地使用DLL的自我调节行为。 本研究的目的将有助于确定如何利用课堂最好地支持自我调节技能的发展，提高年轻DLL的学术成果。该项目的目标是为课堂干预提供信息，以支持教师对DLL自我调节技能的支架，并培养跨领域的积极入学准备技能。