Family and School Contexts as Predictors of Early Childhood Latino Development

描述（由申请人提供）：为了测试一个包含发展和文化概念的早期儿童发展模型，以检查家庭背景，学校背景以及两者的交集作为拉丁美洲儿童学业和行为功能的预测因素。理由：越来越清楚的是，如果不适当考虑拉丁裔儿童所处的独特生态环境，就不能充分了解拉丁裔儿童作为少数民族人口的发展。不幸的是，对拉丁裔儿童发展具有理论重要性的文化变量的实证研究有限。家庭和学校环境因素可以说是幼儿发展的最接近的预测因素，对学校家庭的研究（即家庭和学校的交集）具有很大的潜力，可以阐明环境因素相互作用影响早期发展的方式。目的：本研究对墨西哥（MA）和多米尼加（DR）儿童有三个主要目的：1)在正式学校教育的第一年（即入学时），检查儿童的家庭和学校环境与行为问题和入学准备有关；2)研究儿童入学时的家庭和学校环境作为日后发展能力的预测因素；3)研究家庭在学校互动方式的变化作为发展能力的预测因素。文化家庭特征将以探索性的方式作为学校环境与发展能力之间联系的调节因素加以审查。设计：这项理论指导和文化信息研究将通过对900个MA和DR家庭的幼儿期纵向研究来测试一个综合模型，因为孩子们在30所大型城市公立小学开始了他们作为学前班和幼儿园学生的正式教育经历。该研究将采用多信息来源、多方法的评估方法，检查儿童在入学时和以后（即3年）与行为问题和入学准备有关的家庭和学校环境。意义：拉丁美洲人经历的学业失败和行为问题的高患病率已被充分记录。这项研究有很大的潜力来加强我们对拉丁裔儿童重要的教育和心理健康结果的发展途径的理解。这项研究的结果将为未来家庭和学校对这一弱势群体的干预工作提供信息。同时，该研究将探索拉丁裔文化的优势，以确定可能减轻拉丁裔儿童学业和行为问题风险的保护过程。

DESCRIPTION (provided by applicant): To test a model of early childhood development that incorporates developmental and cultural concepts to examine the family context, the school context, and the intersection of the two as predictors of the academic and behavioral functioning of Latino children. Rationale: It has become increasingly clear that the development of Latino children, as an ethnic minority population, cannot be fully understood without proper consideration for the unique ecological contexts within which they function. Unfortunately, empirical studies of cultural variables of theoretical importance for Latino child development have been limited. Family and school contextual factors arguably represent the most proximal predictors of young children's development, and the study of families in schools (i.e., the intersection of family and school) has great potential to elucidate the ways in which contextual factors interact to influence early development. Aims: This study has three primary aims with Mexican (MA) and Dominican (DR) children: 1) To examine the family and school contexts of children in relation to behavior problems and school readiness during the first year of formal schooling (i.e., at school entry); 2) To examine the family and school contexts of children at school entry as predictors of later developmental competencies; 3) To examine change in how families interact in schools as predictors of developmental competencies. Cultural family characteristics will be examined, in an exploratory fashion, as moderators of the link between school contexts and developmental competencies. Design: This theoretically- guided and culturally-informed study will test an integrative model through a longitudinal study with 900 MA and DR families during early childhood, as children embark on their formal educational experience as Pre- Kindergarten and Kindergarten students in 30 large, urban public elementary schools. The study will use a multi-informant, multi-method assessment approach to examine the family and school contexts of children in relation to behavior problems and school readiness at school entry and over time (i.e., 3 years). Significance: The high prevalence of academic failure and behavior problems experienced by Latinos has been well documented. This study has great potential to enhance our understanding of the developmental pathways to important educational and mental health outcomes among Latino children. Findings from the study will serve to inform future family and school intervention efforts for this vulnerable population. At the same time, the study will explore strengths of the Latino culture to identify protective processes that may mitigate the risk of academic and behavior problems among Latino children. PUBLIC HEALTH RELEVANCE: Studies have documented the high prevalence of academic failure and behavior problems experienced by Latinos. Considering the public health cost and implications associated with low levels of educational attainment and antisocial behavior in adolescents and adults, research is needed to inform understanding of the developmental trajectories of Latino children's academic and behavioral functioning. The current proposal with young Latino children has great potential to address critical educational and mental health issues and to inform future family and school intervention efforts for this vulnerable population.