Peer and Family Adversity, Neuroendocrine Regulation, and School Readiness across the Transition to Kindergarten

这是一项多方法、纵向研究早期逆境在 发展入学准备，它有明确的理论、教育、临床和 政策含义。我们建议评估家庭的独特和互动影响 逆境(例如，严酷和不一致的育儿方式，低收入)和同龄人的逆境(即， 同龄人受害、同龄人拒绝和没有朋友)，对多发性 学校准备情况的指标(学术功能、行政功能和社会功能 行为技能)，这些技能对于成功过渡到学校至关重要。此外，我们还将 审视早期的家庭和同龄人的逆境是否会通过改变压力来“激怒” 通过荷尔蒙皮质醇来衡量系统功能，以及压力 失调反过来又会损害学校的准备工作。我们将测试早期的遗产 关于幼儿园入学准备的经验，超越持续逆境的作用。 将从400名来自不同社会经济地位和种族/民族的儿童那里收集数据 从学前班到幼儿园的过渡。我们将使用多种方法(直接学术 评估、皮质醇、照顾者和教师报告)，以评估早期预测因素 在这一重大的学校过渡期间，为学校做好准备。目前的提案将使用 先进的技术，包括头发皮质醇分析，以获得慢性 压力暴露。调查家庭和同伴的独特和互动影响 逆境为研究早期的生物嵌入提供了关键的下一步 逆境及其对向学校过渡的影响，很少有研究这样做 考察了家庭和同伴过程在失调压力系统中的作用 功能或学校准备情况。了解这些入学准备的途径是 对告知预防性干预的内容和时机至关重要。拟议中的项目 将提供丰富的数据集，其中包含与以下内容相关的其他探索性分析 社团的方向性和性别节制。提议的项目进展顺利。 准备推进尤尼斯·肯尼迪·施莱弗国家研究所的一项重大倡议 儿童健康和人类发展(儿童发展和行为处)： 在心理、心理生物学、语言、行为和心理方面的研究进展 儿童的教育发展。

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.