PROMOTING THE DEVELOPMENT OF SCHOOL READINESS AND SELF-REGULATION IN CHILDREN: EMOTION, ATTENTION,...
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Transcript of PROMOTING THE DEVELOPMENT OF SCHOOL READINESS AND SELF-REGULATION IN CHILDREN: EMOTION, ATTENTION,...
PROMOTING THE DEVELOPMENT OF SCHOOL READINESS AND SELF-REGULATION IN CHILDREN: EMOTION, ATTENTION, AND EXECUTIVE FUNCTIONS
Clancy Blair, PhDDepartment of Applied PsychologySteinhardt School of Culture, Education, and Human DevelopmentNew York University
http://steinhardt.nyu.edu/appsych/phd/psychological_development
Departments of Psychology and Human Ecology and the Community‐University Partnership for the
Study of Children, Youth, and Families at the University of Alberta January 22, 2013
The Science of Early Childhood Effects of experience on children’s
development parenting and family neighborhoods, schools, communities
The way in which the context in which child development takes places shapes children’s psychological and biological development
Poverty/Income inequality is rising
Reardon, S. (2011). The widening academic achievement gap between the rich and the poor. In Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances
Disparity in educational outcomes associated with income inequality is growing
Reardon, S. (2011). The widening academic achievement gap between the rich and the poor. In Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances
Troubling Indicators (U.S.)
Kindergarten teacher survey on readiness
Preschool expulsion Increase psychotropic medication use
under age 5
School Readiness
To what extent are poverty related effects on school readiness and achievement attributable to effects on self-regulation as opposed to knowledge base? Complementary but distinct approaches
Questions
Is self-regulation more (or less) important for later achievement than early academic ability?
Differentiation from general cognitive ability? Is early math ability better predictor?
Framing the question frames the analysis Not “either-or” but process and
measurement How does self-regulation/executive function in
early childhood contribute to early and later academic ability
Prediction of Math in Kindergarten
Vocabulary **.22
Raven **.25
Teacher EC **.27
*p < .05, **p < .01
.12
.13
*.18
**.30
**.21
EF in HS
EF in K
β β
Blair & Razza (2007). Child Development
r
Block Design .46***
Vocabulary .34***
Early Math Skills
Applied Problems .54***
Executive Function
Beginning Pre-K .40***
End Pre-K .58***
End K .47***
Welsh et al. (2010). Journal of Educational Psychology
Prediction of Math in Kindergarten
β
.24***
-.03
.20**
-.05
.32***
.30***
β
.29***
.03
.33***
.17*
β
.22***
-.03
.21**
.02
.42***
Math and EF – from preK to K
Welsh et al. (2010). Journal of Educational Psychology
Growth model
Predicting growth in math ability preK to second grade from self-regulation measured in preK controlling for demographic covariates and cognitive ability measured in preK
Growth in Math Ability
Growth Model
Model A Model B Model C
B(S.E.) E.S. B(S.E.) E.S. B(S.E.) E.S.
Within Intercept 407.00 (0.56) *** 407.28 (0.5) *** 422.26 (0.96) ***Age 27.19 (0.56) *** 27.11 (0.56) *** 13.85 (0.97) ***Age sq -1.63 (0.16) *** -1.62 (0.16) *** -0.30 (0.18) †Letter-Word 0.21 (0.01) *** 0.29
BetweenBlack -3.62 (1.22) ** -0.25 (1.18) -3.25 (1.12) **Male 0.87 (1.04) 0.93 (0.95) 1.05 (0.86)Household chaos -3.63 (1.06) *** -0.12 -2.68 (0.93) ** -0.09 -1.47 (0.86) † -0.05Caregiver Education 0.71 (0.28) * 0.09 0.30 (0.26) 0.04 0.06 (0.23) 0.01Income to needs ratio 0.27 (0.57) 0.02 -0.43 (0.52) -0.03 -0.54 (0.45) -0.04Cortisol 0.18 (1.01) -0.06 (0.9) -0.25 (0.83)Alpha Amylase 0.01 (0.22) 0.14 (0.2) 0.04 (0.18)Cortisol * Alpha Amylase -0.17 (0.39) -0.03 (0.33) 0.07 (0.3)Executive Function 49.57 (5.45) *** 0.39 19.86 (4.93) *** 0.16 19.19 (4.49) *** 0.15Effortful Control Direct 1.59 (0.34) *** 0.14 1.01 (0.31) *** 0.09 1.03 (0.27) *** 0.09Effortful Control Teacher 1.22 (0.3) *** 0.14 0.58 (0.27) * 0.07 0.55 (0.24) * 0.06Vocabulary 0.61 (0.06) *** 0.47 0.47 (0.05) *** 0.36Processing speed 0.22 (0.06) *** 0.14 0.09 (0.05) † 0.05
Executive function moderates math preK to K
-1 SD Mean +1 SD30
32
34
36
38
40
42
44
46
TCR -1SD TCR Mean TCR +1 SD
ECLS Math Preschool
EC
LS M
ath
Kin
derg
art
en
-1 SD Mean +1 SD30
32
34
36
38
40
42
44
46
EF -1 SD EF Mean EF +1 SD
ECLS Math Preschool
EC
LS M
ath
Kin
derg
art
en
Self-Regulation and School Outcomes
Blair & Razza (2007). Child Development
Bull & Scerif (2001). Developmental Neuropsychology
Espy, McDiarmid, Cwik, et al. (2004). Developmental Neuropsychology
McClelland, Cameron, Connor, et al. (2007). Developmental Psychology
Bull, Espy, Wiebe, Sheffield, & Nelson (2011) Developmental Science
Gathercole & Pickering (2000). Br Journal of Ed Psych
Brock, Rimm-Kaufmann, et al. (2009). Early Childhood Research Quarterly
Kochanska, Murray, & Harlan (2000). Developmental Psychology
Ponitz, McClelland, Matthews & Morrison (2009) Developmental Psychology
Rhoades, Greenberg, & Domitrovich (2009). Journal of Applied Developmental Psychology
Raver (2002). SRCD Social Policy Report
Rimm-Kaufmann, Curby, Grimm et al. (2009) Developmental Psychology
Executive FunctionsSocial-Emotional Competence
Executive Functions and School Readiness
Limited experimental data available Educational interventions
Chicago School Readiness Project – Raver, Jones, Li-Grining et al. (2011) Child Development
Project REDI – Bierman, Nix, Greenberg, et al. (2008). Development and Psychopathology
These studies demonstrated some mediation of effects on school readiness through effects on executive functions
No studies have directly addressed enhancement of executive functions as a means to promote school readiness
Tools of the Mind Diamond et al. (2007) Science Trials currently in TN/NC, NYC/Tampa FL, and MA
Chicago School Readiness Project Teacher training and coaching by a
mental health consultant to improve the emotional climate of the classroom, lower children’s level of conflict with peers, and lower teacher stress
Changing the climate should reduce self-regulation challenges for children and teachers, increase attention focus and executive function, and increase learning outcomes
-1.0
-0.6
-0.2
0.2
0.6
1.0
Eff
ect
Siz
e
** **********
CSRP: Impacts on Children’s Self-Regulation and Pre-Academic Skills
SOURCE: Raver, Jones, Li-Grining, Zhai, Bub, & Pressler, 2008NOTES: Significance levels are indicated as * p < 0.10; ** p < 0.05; *** p < 0.01.
CSRP Mediation
Raver et al. (2011). Child Development.
Tools of the Mind
Program based on the work of Lev Vygotsky developed by Deborah Leong and Elena Bodrova
Designed to impact both self-regulation and to teach content skills in literacy and mathematics
An approach to teaching children that changes the way children learn
Tools of the Mind, EF, and academic ability
from Diamond et al. (2007). Science
Tools of the Mind Kindergarten 79 kindergarten classrooms in 29
schools in MA Cluster RCT Data collection in fall and spring of K and
fall of first grade Measures of math, reading, vocabulary,
executive function, control of attention, speed of processing, stress physiology
Make-Believe Play
Mature Make Believe Play: Deep engagement Planned in advance Roles with rules Scenarios that
change and adapt Symbolic props Language used to
plan the play
Children Plan Their Play in PreK
Learning Plan in Kindergarten
Children play games based on fictional narratives
Children follow a learning plan, complete a work product, and set learning goals
Play based on fictional narrative
Cognitive Self-Regulation
Children act as a checker for another child, practicing a version of “reflection on action”
Effects of Tools K on CLASS organization
Effects of Tools K
Math Reading Working Memory
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
vocabulary attention reasoning
-0.5
0
0.5
1
1.5
2
Effects on reading growth
300
310
320
330
340
350
360
370
380
390
400
Read
ing
sco
re
Fall K Spring K First grade
Conclusions
Early promise of model preK programs (Perry, Abecedarian) without clear mechanism Self-regulation development from the prenatal
period through school entry might be one relevant lever through which to counteract effects of poverty
Opportunities for measurement and partnership with schools on questions relating to educational effectiveness
Opportunity for meaningful advancement of the science of learning and promotion of educational opportunity
Collaborators and Funders
Penn State UniversityMark Greenberg, PhDDoug Granger, PhD Cynthia Stifter, PhDLeah Hibel, PhDKatie Kivlighan, PhDKristine Voegtline, PhD
UNC Chapel HillLynne Vernon-Feagans, PhDMartha Cox, PhDMargaret Burchinal, PhDMike Willoughby, PhDPatricia Garrett-Peters, PhDRoger Mills-Koonce, PhDEloise Neebe, MALaura Kuhn, MA
FundingNational Institute of Child Health and Human DevelopmentR03 HD39750 , P01 HD39667, R01 HD51502 (ARRA)Institute of Education Sciences R305A100058
New York University Cybele Raver, PhD,Daniel Berry, PhD Alexandra Ursache, MAEric FinegoodAlyssa PintarRachel McKinnon
Tools of the MindDeborah Leong, PhD,Elena Bodrova, PhD Amy HornbeckBarbara Wilder-Smith