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