Children's Early Educational Experiences and their Social and Behavioral Development

儿童的早期教育经历及其社会和行为发展

• 批准号: 10593216
• 负责人: Arya Ansari
• 金额: $ 7.32万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10593216
• 关键词: Address; Behavior; Behavioral; Child; Child Development; Data; Data Set; Development; Early Intervention; Education; Ensure; Environment; Foundations; Future; Health; Individual; Institution; Investigation; Investments; Justice; Knowledge; Learning; Lobe; Modeling; Nature; Nursery Schools; Outcome; Pattern; Personal Satisfaction; Preschool Child; Public Health; Reproducibility; Research; Schools; Shapes; Societies; Subgroup; United States; Work; career; early childhood; early experience; educational atmosphere; experience; foster child; improved; insight; kindergarten; longitudinal dataset; multiple data sources; programs; skills; social; social skills; success

PROJECT SUMMARY Preschool or kindergarten represents the start of children’s educational careers. These early educational opportunities are viewed as critical investments because they offer a great deal of promise for improving children’s school success (Phillips et al., 2017). With that said, there remain questions about how these early experiences shape social and behavioral development (Huston et al., 2015). To date, much of the research on these early years has focused on academic outcomes and examines only preschool or kindergarten. This is a significant oversight given that schools are more than academic institutions (Rimm-Kaufman et al., 2002) and children’s preschool experiences may shape their adaptation to kindergarten (Vitiello et al., 2020). Given the key role early social and behavioral skills have in shaping later health and well-being (Jones et al., 2015), understanding the ways in which they are shaped by classroom environments is a key public health question. Given the above, understanding how malleable aspects of the preschool and kindergarten classroom, and the alignment across them (or lack thereof), contribute to children’s development is key to ensuring that investments in preschool are maximized. This is particularly important with regards to children’s social behavioral development given findings that suggest the long-term benefits of early educational experiences manifest through changes in these domains (e.g., Gray-Lobe et al., 2021). Despite this emerging pattern of findings, our knowledge of the social behavioral benefits of early education has been greatly limited. The current proposal seeks to further our understanding regarding the key aspects of children’s preschool and kindergarten classroom experiences and their predictive associations with children’s social and behavioral development. We plan to leverage three large, diverse, and longitudinal datasets of preschoolers and kindergarteners that collectively allow for a more comprehensive assessment of children’s educational experiences. We will use these data to: 1) examine what aspects of the kindergarten classroom context shape children’s social and behavioral development, and how these patterns vary for children who did or did not attend preschool; 2) determine the extent to which the alignment between preschool and kindergarten classrooms shape children’s social and behavioral development; and 3) assess whether the development of children from different subgroups is differentially shaped by aspects of the classroom environment. This proposed work will generate much needed evidence across multiple data sources to provide insight into the ways in which children’s early educational experiences contribute to their development of key social and behavioral skills that lay the foundation for long-term development (Heckman, 2006). Such an understanding is of increasing importance given the growing investments in early educational opportunities in the U.S.

项目摘要 学前或幼儿园代表着儿童教育生涯的开始。这些早期教育 机会被视为重要的投资，因为它们提供了很大的改善前景 儿童的学校成功（菲利普斯等人，2017年）。话虽如此，仍有一些问题，这些早期 经验塑造社会和行为发展（休士顿等人，2015年）的报告。到目前为止，大部分关于 这些早期教育的重点是学术成果，只检查学前班或幼儿园。这是一 鉴于学校不仅仅是学术机构，因此存在重大监督（Rimm-Kaufman等人，2002年）和 儿童的学前经历可能会影响他们对幼儿园的适应（Vitiello等人，2020年）。鉴于 早期的社会和行为技能在塑造后来的健康和幸福中的关键作用（Jones等人，2015年）、 了解课堂环境如何塑造他们是一个关键的公共卫生问题。 鉴于上述情况，了解学前班和幼儿园课堂的可塑性方面，以及 协调一致（或缺乏协调一致），促进儿童的发展，是确保 最大限度地增加对学前教育的投资。这对儿童的社会生活尤其重要。 行为发展的研究结果表明，早期教育经验的长期利益 通过这些域中的变化来表现（例如，Gray-Lobe等人，2021年）。尽管这种新的模式， 研究结果表明，我们对早期教育的社会行为益处的认识非常有限。 目前的建议旨在进一步了解儿童学前教育的关键方面， 幼儿园课堂经验及其与儿童社会行为的预测性关联 发展我们计划利用三个大型的，多样化的，纵向的学龄前儿童数据集， 这些指标共同允许对儿童的教育状况进行更全面的评估 经验我们将利用这些数据来：1）考察幼儿园课堂情境的哪些方面形成 儿童的社会和行为发展，以及这些模式对那些做过或没有做过的儿童的影响 2）确定学前班和幼儿园之间的协调程度; 教室塑造儿童的社会和行为发展; 3）评估是否发展 来自不同分组的儿童受到课堂环境各方面的不同影响。 这项拟议的工作将在多个数据源中生成急需的证据，以深入了解 儿童的早期教育经验如何有助于他们发展关键的社会和 为长期发展奠定基础的行为技能（Heckman，2006）。这样的理解， 鉴于美国对早期教育机会的投资日益增加，