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

基本信息

批准号：
10614515
负责人：
Dianna Murray-Close
金额：
$ 39.55万
依托单位：
STATE UNIVERSITY OF NEW YORK AT BUFFALO
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-04-10 至 2025-03-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10614515
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 Education Ethnic Origin Exhibits Family Gender Hair Hormones Hydrocortisone Impairment Investigation Language Link Literature Longitudinal Studies Low income Measures Mediating Mediator 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 Process Race Readiness Regulation Reporting Research Research Personnel Risk Role Sampling Schools Shapes Skin Stress System Techniques Testing Time Work Youth early experience early life adversity executive function experience indexing innovation intervention program kindergarten peer peer victimization policy implication preventive intervention psychobiologic psychologic public health relevance skills social teacher theories

项目摘要

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，纵向研究，对早期广告在学校准备就绪的发展，具有理论，教育，临床和政策影响。我们建议评估家庭的独特和互动效果逆境（例如Harmsh and Butentent Butentent，低收入）和PEER广告（即同伴胜利，同行拒绝和无朋友），关于多重的发展学校准备的指标（学术功能，执行功能和社会行为技巧）对于成功过渡到学校至关重要。此外，我们会的检查早期家庭和同伴广告是否通过改变压力“在皮肤下” 系统功能，由同性皮质醇测量，以及压力是否失调反过来会损害学校的准备。我们将测试早期的遗产幼儿园学校准备的经验，超出了持续冒险的角色。数据将从SES的400名儿童潜水员和种族/种族中收集从学龄前到幼儿园的过渡。我们将使用多种方法（直接学术评估，皮质醇，护理人员和教师报告）评估在这一重大的学校过渡期间的学校准备。当前的建议将使用高级技术包括皮质醇的头发分析以获得慢性的指数压力暴露。调查家庭和同伴的独特和互动效果广告为早期生物嵌入的研究提供了关键的下一步逆境及其对过渡到学校的后果，因为很少有研究研究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。了解这些通往学校准备的途径是对于告知内容和预防干预措施的时间至关重要。拟议的项目将为丰富的数据集提供与与之相关的其他探索性分析的机会关联和性别措施的方向性。提议的项目很好有权推进Eunice Kennedy Shriver National Institute的重大倡议儿童健康与人类发展（儿童发展与行为分支）：推进有关心理，心理，语言，行为和行为的研究儿童的教育发展。