View
231
Download
0
Category
Tags:
Preview:
Citation preview
Cultural context
Daniel Messinger, Ph.D.
Childcare effects
School as a multilevel context
Child•Classroom Engagement
•Motivation•Self-Esteem•Achievement
•Goals
Classroom Practices•Curriculum Content•Instructional Design
Teacher Characteristics•Beliefs
•Instruction Techniques•Relationships with
students
School •Curriculum Policies
•Demographics•Organization
External Relations•School, home,
community linkages
At Success Academy Charter Schools, High Scores & Polarizing Tactics.
At most schools, if a child is flailing academically, it is treated as a private matter. But at Success Academy Harlem 4, one boy’s struggles were there for all to see: On two colored charts in the hallway, where the students’ performance on weekly spelling and math quizzes was tracked, his name was at the bottom, in a red zone denoting that he was below grade level.
KATE TAYLOR. APRIL 6, 2015, NYT
Child-care thru 3 & peer competenciesPositive responsive caregiver behavior most
consistently associated with positive skilled peer interaction
More time in child-care observed to be more positive and skilled in peer play in child carecaregivers rated these kids as more negative with
playmates. but observed peer play not related to the quantity of
careNor associated with peer competence as rated
by mothers. Maternal sensitivity and children's cognitive and
language competence predicted peer competence across all settings and informants.
NICHD_Early_Child_Care_Research_Network (2001). "Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care." Child Development 72(5): 1478-1500
Frechette
Background InformationStudy Aim: To extend previous research by
examining the links between routine early child-care experiences and adolescent functioning in a large and economically diverse sample
Historically early child-care is thought of two ways:Early child-care is associated with poorer social
outcomes Early child-care promotes social and academic skills
before entry to kindergartenResearch supports both views
More time in center-type settings as a young child:Negative social and behavioral outcomesPositive academic outcomes
Frechette
Method1,364 families were randomly selected
from the National Institute of Child and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD)
Demographics:26% of the mothers had no more than a high
school education21% of families had incomes no greater than
200% of the poverty level22% were a minority
Frechette
Quality, Quantity and Type as Predictors
Frechette
Problem Behavior as a Mediator
Frechette
Problem Behavior as a MediatorHigher hours spent in childcare significantly
predicted higher risk taking behaviors and impulsivity at 15 years of age
There were modest levels of mediation when examining the association between hours spent in childcare and externalizing behavior problems at age 15May be due to the informant changing
Higher quality non-relative childcare significantly predicted less externalizing behaviors at age 15
Frechette
Take Home Points
Early child care quality predicts cognitive-academic achievementModerate to high quality child-care produces the greatest
long term effectsQuality of early child care experiences have long
lasting effects on all children despite SESHigher quality nonrelative childcare is related to less
externalizing behavior at age 15More hours in child care and more center-type care are
related to higher levels of behavior problems in children
The link between child care, cognitive-academic outcomes, and problem behaviors is consistent over a 10 year period
Frechette
Background InformationHigher quality childcare is associated with
better cognitive and academic outcomesQuality of care has been shown to interact
with maternal sensitivityLow quality of care, low maternal sensitivity
Diathesis-stress – highly negative children will suffer in low quality environment
Differential susceptibility - highly negative children will be more reactive to the environment
Study AimDoes difficult temperament in infancy
continue to moderate effects of childcare quality on problem behavior in adolescence (15 years)?842 total participants
High-difficulty vs. Low-difficulty subgroup for temperament
Quality of care observed
Measures
ResultsExternalizing behavior problems were
greater for: females, single parent homes
Greater risk-taking :Males, non-Caucasian ethnicity, lower family
income, higher proportion of partner absenceGreater Impulsivity:
Lower family incomes, greater exposure to any non-maternal child care in the early childhood years
ResultsConsistent with
diathesis stress modelExternalizing
problems only significant when child care quality was less than 2.84
Higher scores reflect children’s experience with caregivers who were more attentive, stimulating, positively affectionate, less intrusive and negative
DiscussionLow quality day care may be associated
with lack of cognitive and language stimulation
Stress may mediate adverse effects of low-quality childcareLow-quality care is physiologically stressful
for children and may account for some of the adverse effects
Future studies should assess the degree to which this is true
Child-care History, Classroom Composition, and Children’s Functioning in KindergartenJulia Dmitrieva, Laurence Steinberg, and Jay Belsky
Non-parental child care associated withElevated levels of externalizing behaviorEnhanced linguistic, cognitive, and academic
functioning
Classroom-composition effectsIs a child’s externalizing behavior explained
by the child-care histories of children in their classrooms?
Peer contagion
Nayfeld
Effects of care
Predictors of poorer achievement>30 hrs/week initiation at center
before 2 years of age
Used as classroom level predictors proportion of children in
classroom
Center care versus any child care
Nayfeld
Classroom-level effects > individual effects
Variance in class-level characteristics externalizing
behavior 15% (T1) and 19% (T2) of
variance
achievement 35% (T1) and 31%(T2) of variance
Significant classroom level effects
Nayfeld
WHAT MAKES A DIFFERENCE: EARLY HEAD START EVALUATION FINDINGS IN A DEVELOPMENTAL CONTEXT JOHN M. LOVE, RACHEL CHAZAN-COHEN, HELEN RAIKES, AND JEANNE BROOKS-GUNN (2013)
Randomized efficacy trial of 17 EHS programsFederal Early Head Start (EHS) began in 1995
3,001 low-income families 35% African American, 24% Hispanic, and 37% Whitepregnant women or an infant under the age of 12
months Randomly assigned to treatment or control
91% of treatment group receiving some services
(1) impacts of EHS at ages 2 and 3 (when services were being offered) and at age 5, and (2) contributions of early education experiences across first 5 years
DOI: 10.1111/j.1540-5834.2012.00699.x
Developmental effectsAt 2 and 3 years, EHS benefited children
and families: impacts were seen in all domains, effect sizes .10 -.20
At 5, EHS children had better attention, approaches toward learning, fewer behavior problemsBut no effect on early school achievement
A higher percentage of EHS than control children were enrolled center-based preschool.
At 5, children and families who experienced EHS followed by formal programs fared best overall.
Reviews positive influence of peer play on academic and social outcomes for African American preschool childrenPrevious research mostly on white & middle-
income childrenStrengths-based resiliency frameworkDevelopmental ecological theory
Within-group variabilityTransactional and bidirectional effects
Usher
Interactive peer playPlay dimensions Play interaction
Play disruptionPlay disconnection
Positive peer interactions mediated relation between ext. & int. problems and math outcomes (Tracy & friends)
Usher
Adjustment Scales for Preschool Intervention (ASPI)--Context• Existing scales consider behaviors to be “stable deficits”
within children • Do not consider whether behaviors vary over different settings • Or when, where and how to intervene
• Development of the (ASPI) Specifically developed for low income preschool children “Language of preschool teachers, rather than psychiatric terms” 22 developmentally appropriate preschool classroom situations &
2 non-situation specific unusual behavior problems 22 maladaptive behaviors & 22 adaptive behaviors 5 behavioral dimensions: “Phenos”
o Externalizing: aggressive, oppositional & hyperactive/inattentive
o Internalizing : withdrawn/low-energy & socially reticent Limitations:
Didn’t measure impact of multiple contexts in classroom on outcomes
Fernandez
Fernandez
• Goal: To examine the individual and interactional influence of the types of behavioral problems (what) and the situational context(s) in which they occur (where) on children’s developmental outcomes
• Identified 3 reliable and unique situational dimensions: “Situs”
Structured learning Peer InteractionsTeacher Interactions N=3,799 Head Start children
4 > 5 year olds Boys > Girls
Problems in Peer Interactions
• Getting along with peers• Behaving in classroom• Respect for others’ belongings • Reaction to correction• Telling the truth• Standing in line
Problems in Teacher Interactions
• Talking to teacher• General manner with
teacher• Answering teacher
questions• Greeting teacher• Seeking teacher help• Helping teacher with
jobs
Problems in Structured Learning
• Involvement in class activities • Taking part in games with others• Maintaining companions/ friends • Paying attention in class• Sitting during teacher directed activities• Free play/individual choice• Working with hands (art)
EMOTIONAL & BEHAVIORAL ADJUSTMENTWithin Routine Classroom Situations
(Situational Needs)
Fernandez
Problems in peer interactions directly and indirectly affected play disruption at the end of kindergarten through its effect on play disruption at the end of Head
Start
Problems in structured learning situations indirectly predicted play disconnection at the end of kindergarten through effect on play disconnection at the end of
Head Start.
Fall Head Start Situational Needs Predicting Spring Head Start and Spring Kindergarten Social
Competence
Bulotsky-Shearer, Dominguez, Bell, Rouse, & Fantuzzo, 2010
Teachers Beliefs, Instructional Practices, and Relationships with Students
Instructional PracticesClassroom climate optimal when teacher is high in
SupportivenessControl
Balance of Control and Autonomy GrantingPromotes intrinsic motivation styles vs. learned helplessness
Why?Middle and high school teachers use of more
control-oriented strategiesCounter to the developmental quest for autonomy
why?Goodness-of-fit between student and instructional
environmentE.g., boys reading; girls science/math
Relationships with Students
Trusting, caring, respectful teachers associated with optimal learningWhy?
Feelings of security allow children to approach, take initiative, engage, persist and take risk to develop positive achievement related self-perceptions
Parallels to attachment security
Challenges of School Transitions
Negative effects upon entry into middle school:Declines in academic motivation,
interest in school; achievement across early adolescent years (11-14);
Increases in test anxiety; focus on self-evaluation rather than task mastery
Increased school truancy and dropoutMiddle school misfit developmental stage
levels of teacher control and reduced student autonomy affective relationships between students and teachersorganization of instruction
whole class instruction & between class ability groupingsgrading practices (stricter grades)motivational goals (emphasis on performance rather than
mastery goals
Gender-stereotypes during adolescence
Is age the key variable?
T = children who just transitioned from junior
high school
Alfieri et al., 1996
A Longitudinal Study of School Belonging and Academic Motivation
Across High School
Cari Gillen-O’Neel and Andrew Fuligni
Hoffman
Results for School Belonging
• Females higher School Belonging than males in 9th grade• Decline over time (6.92%)
• No changes for males in School Belonging over time
• No ethnic differences in baseline or slope• Interaction effect for Latin females
• Greater slope compared to males than in other groups
Hoffman
Emotional Development in Adolescence in a High School Theater Program
Limited knowledge about emotion in adolescenceWhat they actually learn and how they learn it
Emotional learning in High School Theater ProgramWhy??
Arc of workCreate demands for understanding group emotional dynamicsOrganizational culture
Theory-generating analysis to develop propositions
o Reed W. Larson and Jane R. Brown (2007)Farhat
The Experiential Setting of Les Misérables
The community surround Theater productions were a big deal in this town!
The program cultureInternal culture with its distinctive tools – cultivated
by Ann and RuthCommitment to high standardsOpenness to strong emotional experiencesProvision of emotional support
Emotional experiencesDisappointment with castingSatisfaction and elation about doing wellAnger and stress with interpersonal obstaclesAnxiety and stage fright
Farhat
What Youth Learned and HowEmotional knowledge
Individual differences in people’s emotional patterns (differ across context)
Influence of past experiencesContingencies How emotions influence the group
Managing anger and interpersonal stressManaging elation and positive emotion2 salient themes emerged in the data:
Youths as agents of changeAdults credited with facilitating a special type
of setting
Farhat
Recommended