The Role of Self-Regulation and Classroom Self-Regulatory Supports in Early Education

自我调节和课堂自我调节支持在早期教育中的作用

基本信息

批准号：
10455459
负责人：
Anna D. Johnson
金额：
$ 49.34万
依托单位：
GEORGETOWN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10455459
关键词：
Accidents Adverse event Age Attention Behavior Behavioral Brain Brain region Child Child Support Critical Pathways Data Development Dimensions Disadvantaged Economics Education Emergency department visit Emotions Environment Exposure to Fostering Foundations Funding Goals Health Health Benefit Health Promotion Income Informal Social Control Injury Instruction Intervention Interview Learning Life Link Literature Longitudinal Studies Low income Mediator of activation protein Memory Mental Health Methods Motion Neurobiology Nursery Schools Outcome Parents Pathway interactions Play Poverty Primary Schools Process Public Health Reduce health disparities Research Design Role Scientist System Testing Time Triad Acrylic Resin base biological adaptation to stress design early childhood econometrics educational atmosphere elementary school emotion regulation evidence base experience fourth grade improved innovation kindergarten learned behavior multilevel analysis next generation peer physical conditioning programs school district skills teacher

项目摘要

Project Summary Debates about the potential of public pre-kindergarten (pre-k) programs to close poverty-related early education and health gaps occupy center-stage for scientists, policymakers, and education and public health officials. While there is substantial evidence to support the power of pre-k to promote positive development in the short-term, the mechanisms that explain those positive short-term effects are poorly understood. Moreover, there is no evidence examining pathways for sustaining positive short-term effects into early primary schooling (1st – 4th grade) to guide actionable decisions to improve education and health for vulnerable young children. We focus on children’s self-regulatory skills (e.g., attention and impulse control; management of emotions; memory, planning, and organization) and the public pre-k classroom features that support their development as prime candidates for mechanisms linking pre-k with education and health outcomes for three reasons: (1) the brain regions underlying developing self-regulatory skills are compromised among children who have experienced significant economic adversity; (2) self-regulatory skills have been empirically documented to underlie education and health outcomes; and (3) self-regulatory skills are sensitive to intervention and thus malleable during the early childhood years. The proposed 5-year longitudinal, multi-method study will build this evidence base by first assessing a pre-k boost to low-income children’s self-regulatory, education, and health outcomes in kindergarten, and then by examining associations among this triad of outcomes, as well as testing whether self-regulatory skills explain associations between pre-k participation and education and health outcomes at kindergarten entry. We then examine mechanisms associated with pre-k classroom self- regulatory features as they explain associations between pre-k participation and kindergarten outcomes, investigating self-regulatory classroom features as mediators of kindergarten self-regulatory, education, and health outcomes. Our final goal capitalizes on the longitudinal study design to explore the processes underlying sustained pre-k impacts: we will test for the presence of and pathways to any sustained pre-k effects through 4th grade, focusing on classroom processes that may underlie fade-out of pre-k impacts. Data will be collected in the Tulsa Public Schools (TPS) district, which hosts a nationally recognized pre-k program, the impacts of which we will study beginning at kindergarten entry. In each year of the proposed project – from K through 4th grade – the project will include direct assessments of children’s self-regulatory, education, and health outcomes, classroom observations and teacher interviews to gather information on classroom processes and practices, and parent interviews. To analyze our data, we will employ a mix of econometric, OLS regression, and multilevel modeling approaches. Findings will illuminate the active pathways from pre-k exposure to longer-term education and health outcomes, informing the design of next-generation pre-k programs that acknowledge their role as both early learning and health-promoting interventions.

项目概要关于公共学前班 (pre-k) 计划是否有可能尽早消除贫困问题的争论教育和健康差距占据了科学家、决策者以及教育和公共卫生的中心舞台虽然有大量证据支持学前教育对促进儿童积极发展的作用。从短期来看，人们对解释这些积极的短期影响的机制知之甚少。没有证据表明可以对小学早期教育维持积极的短期影响进行研究（一至四年级）指导可行的决策，以改善弱势幼儿的教育和健康。我们关注儿童的自我调节技能（例如注意力和冲动控制；情绪管理；情绪管理；自我调节能力）。记忆、计划和组织）以及支持他们发展的公共学前班课堂功能作为将学前教育与教育和健康成果联系起来的机制的主要候选者，有以下三个原因：(1) 患有以下疾病的儿童，其大脑区域的自我调节能力受到损害 (2) 自律技能已被经验证明是教育和健康成果的基础；(3) 自我调节技能对干预很敏感，因此拟议的为期 5 年的纵向多方法研究将建立这一点。首先评估学前教育对低收入儿童自我监管、教育和健康的促进作用，以此建立证据基础幼儿园的结果，然后通过检查这三组结果之间的关联，以及测试自我调节技能是否可以解释学前教育参与与教育和健康之间的关联然后，我们研究了与学前班课堂自我相关的机制。监管特征解释了学前班参与与幼儿园成果之间的关联，调查自律课堂特征作为幼儿园自律、教育和我们的最终目标利用纵向研究设计来探索过程。潜在的持续学前班影响：我们将测试任何持续学前班的存在和途径影响到四年级，重点关注可能导致学前数据影响淡出的课堂过程。将在塔尔萨公立学校 (TPS) 学区收集，该学区举办全国认可的学前教育项目，我们将从幼儿园入学开始研究其影响。在拟议项目的每一年中。幼儿园到四年级——该项目将包括对儿童的自我调节、教育和能力的直接评估健康结果、课堂观察和教师访谈，以收集课堂信息为了分析我们的数据，我们将采用计量经济学、 OLS 回归和多层次建模方法的研究结果将阐明学前班的活跃途径。接触长期教育和健康成果，为下一代学前教育的设计提供信息承认其作为早期学习和健康促进干预措施作用的计划。

项目成果

期刊论文数量（6）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Reframing High-Quality Public Preschool as a Vehicle for Narrowing Child Health Disparities Based on Family Income.

将高质量公立学前班重新定义为缩小基于家庭收入的儿童健康差距的工具。

DOI：
发表时间：
2021
期刊：
影响因子：
3.1
作者：
Martin, Anne;Johnson, Anna D;Castle, Sherri
通讯作者：
Castle, Sherri

Hispanic English language learner families and food insecurity during COVID-19: Risk factors and systems of food support.

COVID-19 期间的西班牙裔英语学习者家庭和粮食不安全：风险因素和粮食支持系统。

DOI：
发表时间：
2022
期刊：
影响因子：
0
作者：
Partika, Anne;Johnson, Anna D;Martin, Anne;Castle, Sherri;Tulsa SEED Study Team
通讯作者：
Tulsa SEED Study Team

A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.

更深入的研究，更广泛的群体：学前班福利在更广泛的成果上持续到一年级。

DOI：
发表时间：
2023
期刊：
影响因子：
4.6
作者：
Johnson, Anna D;Partika, Anne;Martin, Anne;Horm, Diane;Phillips, Deborah A;Tulsa SEED Study Team
通讯作者：
Tulsa SEED Study Team

Chaos during the COVID-19 outbreak: Predictors of household chaos among low-income families during a pandemic.

COVID-19 爆发期间的混乱：大流行期间低收入家庭家庭混乱的预测因素。

DOI：
发表时间：
2022-02
期刊：
影响因子：
2.2
作者：
Johnson, Anna D;Martin, Anne;Partika, Anne;Phillips, Deborah A;Castle, Sherri;Tulsa SEED Study Team*
通讯作者：
Tulsa SEED Study Team*

Both sides of the screen: Predictors of parents' and teachers' depression and food insecurity during COVID-19-related distance learning.

屏幕两侧：与 COVID-19 相关的远程学习期间家长和教师抑郁和粮食不安全的预测因素。