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: 9912792
• 负责人: Dianna Murray-Close
• 金额: $ 43.06万
• 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/9912792
• 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; Preventive Intervention; 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; 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，研究了早期逆境的作用