Masking and Child Development During COVID-19: A Supplement to the FRIENDS Project

COVID-19 期间的掩蔽和儿童发展：FRIENDS 项目的补充

• 批准号: 10481415
• 负责人: Dianna Murray-Close
• 金额: $ 22.53万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-24 至 2023-01-23
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10481415
• 关键词: Address; Affect; Age; Aggressive behavior; Anger; Arousal; Attitude; Behavior; Behavioral; Biological; Biological Assay; COVID-19; COVID-19 impact; COVID-19 pandemic; Caregivers; Child; Child Behavior; Child Development; Child Rearing; Chronic stress; Clinical; Cognitive; Collection; Communication; Competence; Conflict (Psychology); Data; Data Set; Development; Distance Learning; Elements; Emotional; Ethnic Origin; Exhibits; Fostering; Gender; Grant; Health Policy; Home; Home environment; Household; Hydrocortisone; Hyperactivity; Learning; Longitudinal Studies; Masks; Methods; National Institute of Child Health and Human Development; Natural experiment; Nursery Schools; Outcome; Parents; Persons; Police; Policy Maker; Population; Positioning Attribute; Preschool Child; Property; Psychological adjustment; Psychometrics; Public Health; Race; Readiness; Reporting; Research; Resources; Role; Saliva; Sampling; Schools; Science; Social Functioning; Stress; Structure of nail of finger; System; Techniques; Testing; Time; Victimization; acute stress; base; cohort; depressive symptoms; design; early childhood; emotional adjustment; experience; falls; foster child; innovation; insight; kindergarten; low socioeconomic status; parent grant; peer; policy implication; social; teacher; theories

This supplement will provide an opportunity to test the impact of child masking due to COVID-19 on adjustment among children attending preschool and kindergarten participating in the FRIENDS project, which is a multi- method, multiple cohort, longitudinal study. This supplement has clear theoretical, educational, clinical, and policy implications. Based on rigorous prior theory and research including some preliminary data related to the impact of COVID-19 from the parent grant, we propose to assess the impact of school-based masking on four facets of child adjustment that have been theorized to be critical elements of child development disrupted by COVID-19 pandemic: 1) academic competence; 2) behavioral and emotional adjustment (i.e., hyperactivity, aggression, anger, depressive symptoms); 3) social functioning (friendlessness, rejection, victimization, prosocial behavior); and 4) acute and chronic stress system activation. We will test the central hypothesis that although masking may introduce some new challenges for children and teachers, children experiencing in- person, masked school will exhibit social and academic adjustment that is higher than unmasked remote learners and similar to unmasked in-person learners. The proposed supplement will test the impact of child masking at school on adjustment among children attending preschool (Aim 1) and kindergarten (Aim 2), and evaluate potential moderators of these effects (Aim 3). In addition, we will examine whether parental masking practices, parental masking attitudes, mask-related conflict, and parent-teacher communication and support are related to adjustment among children engaged in masked, in-school learning (Aim 4). The sample is diverse in SES and race/ethnicity. We will use multiple methods that have been successfully implemented for the parent grant during COVID-19 (e.g., home-based saliva and fingernail collection for cortisol assays, direct academic assessments via zoom, caregiver and teacher reports via qualtrics). The current proposal will use state-of-the-art techniques for assessing all constructs, which have strong psychometric properties, enhancing the rigor of the approach. The approach is consistent with the existing parent grant and is a natural extension of the aims of that grant. Investigating the effects of masking on adjustment during preschool and during the transition to kindergarten will enhance our understanding of how to foster wellness and school readiness in the age of COVID-19; further, moderators will provide important insights regarding which children are most strongly affected by in-school masking. Finally, the examination of effects of parenting contexts will provide important insights regarding the conditions under which in-school masking may present challenges for child adjustment, which educators, policy makers and clinicians may then address. The proposed supplement will provide a rich dataset with opportunities for secondary questions related to COVID-19. The proposed project is well positioned to advance major “high-priority” initiatives of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (Child Development and Behavior Branch).

该补充剂将提供一个机会，以测试COVID-19引起的儿童掩盖对调整的影响 在参加幼儿园和幼儿园参加朋友项目的孩子中，这是一个多人 方法，多个队列，纵向研究。该补充具有明确的理论，教育，临床和 政策影响。基于严格的先前理论和研究，包括一些与 COVID-19对父母赠款的影响，我们建议评估基于学校的掩盖对四个的影响 从理论上讲，儿童调整的方面是儿童成长的关键要素。 Covid-19-19大流行：1）学术能力； 2）行为和情感调整（即多动症， 侵略性，愤怒，抑郁症状）； 3）社交功能（无朋友，拒绝，可怕， 亲社会行为）； 4）急性和慢性应激系统激活。我们将测试中心假设 尽管掩饰可能会给儿童和老师带来一些新的挑战，但经历了遇到的儿童 人蒙面的学校将展示社交和学术调整，其比未面世的遥控器更高 学习者和类似于未面对面的学习者。拟议的补充剂将测试儿童的影响 在学校调整学龄前（AIM 1）和幼儿园（AIM 2）和 评估这些效果的潜在主持人（AIM 3）。此外，我们将检查父母是否掩盖 练习，父母掩盖与会者，与面具相关的冲突以及家长教师的交流和支持 与从事遮盖的，学校学习的儿童的调整有关（AIM 4）。样本是 SES和种族/种族多样化。我们将使用已成功实施的多种方法 COVID-19期间的父母赠款（例如，基于家庭的唾液和指甲收集皮质醇分析，直接 通过Zoom，Caregiver和Thocem Reports通过QualityTrics进行的学术评估）。当前的建议将使用 评估具有强大心理测量特性的所有结构的最先进技术，增强 该方法的严谨。该方法与现有的父母赠款一致，并且是自然的扩展 该赠款的目的。调查掩蔽对学龄前和期间调整的影响 过渡到幼儿园将增强我们对如何培养健康和学校准备的理解 Covid-19年龄；此外，主持人将提供有关哪些孩子最多的重要见解 受到学​​校掩盖的强烈影响。最后，对育儿环境的影响的检查将提供 关于校内掩盖可能给儿童带来挑战的条件的重要见解 调整，教育者，政策制定者和临床医生可能会解决这些调整。拟议的补充剂将 为与Covid-19有关的次要问题提供丰富的数据集。拟议的项目是 在尤尼斯·肯尼迪·史佛国立国家研究院 儿童健康与人类发展（儿童发展与行为分支）。