School Readiness: Connecting Viewpoints on Child and Family Well-being and Identifying Commonalities Across Diverse Groups

入学准备：连接关于儿童和家庭福祉的观点并确定不同群体的共性

• 批准号: ES/T016175/1
• 负责人: Claire Hughes
• 金额: $ 57.73万
• 依托单位: University of Cambridge
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FT016175%2F1
• 关键词: Readiness; Connecting; Viewpoints; Child; Family

Children's success in the early school years hinges on both cognitive (e.g., mental flexibility, over-riding impulses, holding information in mind) and social (e.g., understanding others' thoughts and feelings) aspects of 'school readiness', such that, for this age group, this concept overlaps with that of 'wellbeing'. Our project aims to investigate links between children's wellbeing and success in the first years of primary school. Our first objective is to compare information gathered from different sources (i.e., children, parents, teachers and direct observations), both with each other and over time (i.e., Reception and Year 1). By recruiting 500 children from two regions (East Anglia and the West Midlands) and dovetailing our analyses with a parallel study of primary school-aged children with Down syndrome, we will also consider effects of sample diversity.Alongside recruiting a diverse sample of children, our recruitment strategy will target a wide range of schools. Our second objective is to examine school readiness and wellbeing in relation to classroom characteristics (e.g., classroom chaos, percentage of children from disadvantaged families, and teacher wellbeing). Our goal is to identify factors that have universal effects and factors that matter particularly for specific groups of children (e.g., those with special educational needs).Effective interventions depend upon identifying factors that both matter for children's wellbeing and are malleable. Our third objective is to examine changes in family talk across the school year and the relations between family talk and children's school readiness and wellbeing. We will assess family talk via wearable 'talk pedometers' that provide automated analysis of child-directed family talk across a full day, as well as unobtrusive recordings of parent-child conversations at key times in the day that are likely to matter for children's wellbeing (e.g., meal-times, bed-time). Recent work has shown that giving feedback stimulates increases in family conversations that, we posit, are likely to benefit children's well-being. Prior to extending this intervention approach it is, however, important to assess how well automated talk measures reflect the quality of family talk (e.g., the degree to which conversational partners' utterances are connected to each other). By extending ongoing preschool work we will: (i) assess the validity of automated talk measures, and (ii) investigate links between family talk and both child and parental wellbeing. In addition, by using the same devices to gather full-day measures of talk for a parallel sample of families of children with Down Syndrome, we will be able to compare the conversational environments of families with neurotypical / neurodiverse children, and explore individual differences within each group.Early identification is also crucial to the success of interventions. Our fourth objective is to consider how well early life measures of child and family wellbeing predict children's well-being and school readiness. To this end, we will draw on rich multi-time-point data (e.g., video-based ratings of parent-child interactions in infancy and toddlerhood for mothers and fathers, comprehensive assessments of maternal and paternal wellbeing, and tests of toddlers' early cognitive skills) gathered as part of an existing (ESRC-funded) study of 180 children followed from before birth. Assessing both maternal and paternal wellbeing across multiple time-points also enables us to break new ground by considering the impact of the transition to school on parental well-being. We will share study findings with stake-holder groups through: (a) regular newsletters that will provide the foundation for an accessible book; (b) short video clips highlighting different viewpoints on school readiness; and (c) a variety of public engagement events held across different locations and aimed at diverse groups (e.g., practitioners, parents, children).

儿童在学年早期的成功取决于“入学准备”的认知（例如，心理灵活性、压倒一切的冲动、牢记信息）和社交（例如，理解他人的想法和感受）方面，因此，在这个年龄段，这个概念与“幸福”的概念重叠。我们的项目旨在调查儿童的福祉与小学一年级的成功之间的联系。我们的第一个目标是比较从不同来源（即儿童、家长、教师和直接观察）收集的信息，这些信息相互之间以及随着时间的推移（即接待处和一年级）。通过从两个地区（东安格利亚和西米德兰兹）招募 500 名儿童，并将我们的分析与针对患有唐氏综合症的小学学龄儿童的平行研究相结合，我们还将考虑样本多样性的影响。除了招募多样化的儿童样本外，我们的招聘策略将针对广泛的学校。我们的第二个目标是检查与课堂特征相关的入学准备和福祉（例如，课堂混乱、来自弱势家庭的儿童的百分比以及教师福祉）。我们的目标是确定具有普遍影响的因素以及对特定儿童群体（例如有特殊教育需求的儿童）特别重要的因素。有效的干预措施取决于确定既对儿童福祉重要又具有可塑性的因素。我们的第三个目标是研究整个学年家庭谈话的变化以及家庭谈话与儿童入学准备和福祉之间的关系。我们将通过可穿戴的“谈话计步器”来评估家庭谈话，该计步器可以自动分析一整天以儿童为主导的家庭谈话，以及一天中可能对儿童健康至关重要的关键时刻的亲子对话的不引人注目的录音（例如，用餐时间、就寝时间）。最近的研究表明，提供反馈会刺激家庭对话的增加，我们认为这可能有利于儿童的福祉。然而，在扩展这种干预方法之前，重要的是评估自动谈话测量在多大程度上反映了家庭谈话的质量（例如，对话伙伴的话语相互关联的程度）。通过扩展正在进行的学前工作，我们将：（i）评估自动谈话措施的有效性，以及（ii）调查家庭谈话与儿童和父母的福祉之间的联系。此外，通过使用相同的设备收集唐氏综合症儿童家庭的平行样本的全天谈话测量，我们将能够比较具有神经典型/神经多样性儿童的家庭的谈话环境，并探索家庭中的个体差异。每个群体。早期识别对于干预措施的成功也至关重要。我们的第四个目标是考虑儿童和家庭福祉的早期生活衡量指标如何预测儿童的福祉和入学准备情况。为此，我们将利用丰富的多时间点数据（例如，基于视频的婴儿期和幼儿期亲子互动评分、母亲和父亲幸福感的综合评估、幼儿早期智力测试等）认知技能）是现有（ESRC 资助的）研究的一部分，该研究对 180 名儿童进行了出生前跟踪调查。跨多个时间点评估母亲和父亲的福祉也使我们能够通过考虑向学校过渡对父母福祉的影响来开辟新天地。我们将通过以下方式与利益相关者团体分享研究结果： (a) 定期发布时事通讯，为无障碍书籍奠定基础； (b) 强调关于入学准备的不同观点的短片； (c) 在不同地点针对不同群体（例如从业者、家长、儿童）举办各种公众参与活动。

项目成果

Executive Functions: Going Places at Pace

执行职能：快速推进

• DOI: 10.1080/15248372.2023.2187636
• 发表时间: 2023-03-15
• 期刊: Journal of Cognition and Development
• 影响因子: 2.1
• 作者: Claire Hughes

Developmental links between well-being, self-concept and prosocial behaviour in early primary school

小学早期幸福感、自我概念和亲社会行为之间的发展联系

• DOI: http://dx.10.1111/bjep.12654
• 发表时间: 2023
• 期刊: British Journal of Educational Psychology
• 影响因子: 3.7
• 作者: Dempsey C

Developmental links between well-being, self-concept and prosocial behaviour in early primary school.

小学早期幸福感、自我概念和亲社会行为之间的发展联系。

• DOI: http://dx.10.17863/cam.104669
• 发表时间: 2023
• 作者: Dempsey C