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Asian Americans’ Parent–Child Conflict and Racial Discrimination May Explain Mental Distress 亚裔美国人的亲子冲突和种族歧视可能解释心理困扰
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-23 DOI: 10.1177/23727322211068173
Y. Choi, Eunseok Jeong, Michael Park
Despite being stereotyped as problem-free and high-achieving, Asian Americans are vulnerable to mental distress (e.g., depression, suicidal ideation, and suicide), according to the limited available studies. Ethnic subgroups also have more variable outcomes than the monolithic category, “Asians or Asian Americans,” may suggest, but even across communities, few utilize mental health care compared to other racial/ethnic groups. To illustrate the needed evidence, a longitudinal survey of Filipino and Korean Americans found that mental distress among young Asian Americans increased at an alarming rate during the transition from adolescence to young adulthood. Two prominent contextual factors, parent–child conflict and racial discrimination, explained the uptick in mental distress. The surge of anti-Asian discrimination since the COVID-19 pandemic requires anti-discrimination policy, while parent–child conflict requires working with families in a culturally competent way.
根据有限的可用研究,尽管亚裔美国人被定型为没有问题和成就感强,但他们很容易受到精神困扰(如抑郁症、自杀意念和自杀)。与“亚洲人或亚裔美国人”这一单一类别相比,族裔亚组也有更多的可变结果,但即使在整个社区中,与其他种族/族裔群体相比,很少有人使用心理健康护理。为了说明所需的证据,一项针对菲律宾裔和韩裔美国人的纵向调查发现,在从青春期到成年期的过渡过程中,亚裔年轻人的精神痛苦以惊人的速度增加。两个突出的背景因素,亲子冲突和种族歧视,解释了精神痛苦的增加。自新冠肺炎大流行以来,反亚裔歧视的激增需要反歧视政策,而亲子冲突则需要以文化上胜任的方式与家庭合作。
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引用次数: 2
Reducing Youth In-Group Favoritism to Address Social Injustice 减少青年群体内偏袒,解决社会不公正问题
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-23 DOI: 10.1177/23727322211068387
G. Carlo, A. Davis, Laura K. Taylor
Social injustices toward minority groups are pervasive around the world, and further exacerbated by global threats such as COVID-19 and climate change. Prosocial tendencies, such as empathy, moral reasoning, and helping behaviors directed only toward members of one's own social groups, discriminate against outgroups, and can perpetuate an unjust status quo. Yet, recent meta-analyses point to effective intervention programs that can foster prosocial responses across group lines. Developmental science has identified evidence-based interventions, policies, and programs to foster inclusive prosocial tendencies (toward both in-group and out-group members) to redress social injustices and inequities, and ultimately, lead to more just and peaceful societies. The recent developmental science informs five policy principles (e.g., developmental science, resilience, culture, collaboration, and sustainability) that can advance the United Nations Sustainable Development Goals (SDGs) around inclusion and peace.
对少数群体的社会不公正现象在世界各地普遍存在,新冠肺炎和气候变化等全球威胁进一步加剧了这种情况。亲社会倾向,如同理心、道德推理和只针对自己社会群体成员的帮助行为,歧视外部群体,并可能使不公正的现状永久化。然而,最近的荟萃分析指出,有效的干预计划可以促进跨群体的亲社会反应。发展科学已经确定了基于证据的干预措施、政策和计划,以培养包容性的亲社会倾向(针对群体内和群体外成员),纠正社会不公正和不公平,并最终导致更公正与和平的社会。最近的发展科学为五项政策原则(例如,发展科学、复原力、文化、合作和可持续性)提供了信息,这些原则可以推动联合国围绕包容与和平的可持续发展目标。
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引用次数: 0
Milestones or Millstones: How Standard Assessments Mask Cultural Variation and Misinform Policies Aimed at Early Childhood Development 里程碑或基石:标准评估如何掩盖文化差异和误导儿童早期发展政策
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-23 DOI: 10.1177/23727322211068546
Lana B. Karasik, S. Robinson
Traditionally, the study of motor development—rooted in Western populations and culture—has focused on establishing norms in the timing and sequence of motor skills, inspiring the widely used emphasis on motor milestones in standard assessments (e.g., crawling by 8 months). Motor milestones are only a perceived version of what is an important skill; they are cultural conventions, not universals. Some cultures allow infants floor time; others carry them constantly, limiting practice. Thus, milestones create millstones to considerations of culture and context. Cultural beliefs, practices, and expectations manifest in childrearing practices. The variability in childrearing—or differences in infants’ experiences—offer unique opportunities for posture, balance, and locomotion, which in turn generates variation in motor skills both within and between cultures. Cross-cultural comparisons best illustrate the enormous variability in infants’ everyday experiences and effects on motor skills. We offer suggestions from this cross-cultural perspective to inform policy when designing interventions to help infants and young children thrive.
传统上,植根于西方人口和文化的运动发展研究侧重于建立运动技能的时间和顺序规范,这激发了人们在标准评估中广泛使用的对运动里程碑的强调(例如,爬行8个月)。运动里程碑只是一种重要技能的感知版本;它们是文化惯例,而不是普遍现象。有些文化允许婴儿自由活动;其他人经常携带它们,限制了实践。因此,里程碑为文化和背景的考虑创造了基石。文化信仰、实践和期望体现在育儿实践中。养育孩子的可变性——或者婴儿经历的差异——为姿势、平衡和运动提供了独特的机会,这反过来又产生了文化内部和文化之间运动技能的差异。跨文化比较最能说明婴儿日常经历的巨大差异以及对运动技能的影响。我们从这种跨文化的角度提出建议,在设计干预措施以帮助婴幼儿茁壮成长时为政策提供信息。
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引用次数: 6
How Infants Learn From a World of Faces: Implications for Racial Biases and Mask-Wearing 婴儿如何从面孔的世界中学习:种族偏见和戴面具的含义
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-23 DOI: 10.1177/23727322211068007
L. Bayet
Faces are special to infants from birth, and experiences with faces in infancy are critical to developing brain circuits that support face processing skills through adulthood. Infants learn to extract rich information from faces, including recognizing people, tracking their gaze and expressions, and lip-reading. As infants learn to interact with the people around them, their responses to and understanding of these communicative facial cues become more connected to their social understanding and reflect their developmental context. Infants’ face perception is particularly responsive to experience, with some degree of plasticity present through middle childhood. Opportunities to interact with people from diverse racial backgrounds in infancy may help prevent perceptual and social biases toward different groups. Variations in experience with faces beyond face race and gender, such as the use of face coverings, may impact how and what infants learn from faces.
婴儿从出生起就有脸部的特殊特征,婴儿时期的脸部经历对大脑回路的发育至关重要,而大脑回路在成年后会支持面部处理技能。婴儿学会从面部提取丰富的信息,包括识别人,跟踪他们的目光和表情,以及唇读。当婴儿学会与周围的人互动时,他们对这些交流面部线索的反应和理解与他们的社会理解更加相关,反映了他们的发展背景。婴儿的面部知觉对经验的反应特别灵敏,在童年中期具有一定程度的可塑性。在婴儿期与不同种族背景的人互动的机会可能有助于防止对不同群体的感知和社会偏见。除了面部种族和性别之外,面部经验的差异,比如使用面罩,可能会影响婴儿从面部学习的方式和内容。
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引用次数: 1
Talking to Children About Race, Gender, and Social Issues: Review and Recommendations 与儿童谈论种族、性别和社会问题:回顾和建议
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211033876
Lacey J. Hilliard, M. K. Attaya, Michelle Millben
Children notice group conflict and societal injustices. Educators and caregivers sometimes shield children from challenging social issues because they think that children cannot understand complex topics or because they think learning the information will be harmful. By avoiding such conversations, educators and caregivers are ignoring societal structures that privilege some groups over others. Children are aware of current events, social issues, and differences between people. They come to their own conclusions about the observed differences and differential treatment but without the tools to challenge biases and inequities. This brief reviews research on children’s developmental capacity to understand discrimination, with a focus on early-to-middle childhood and topics related to race, gender, and immigration status. Implications for policy and practice appear alongside recommendations, with a particular focus on the benefits to having these challenging conversations in schools.
儿童注意到群体冲突和社会不公正。教育工作者和照顾者有时会保护儿童免受具有挑战性的社会问题的影响,因为他们认为儿童无法理解复杂的主题,或者因为他们认为学习这些信息会有害。通过避免这种对话,教育工作者和护理人员忽视了一些群体比其他群体享有特权的社会结构。孩子们了解时事、社会问题和人与人之间的差异。他们对观察到的差异和差别待遇得出了自己的结论,但没有挑战偏见和不公平的工具。本文简要回顾了关于儿童理解歧视的发展能力的研究,重点是儿童早期至中期以及与种族、性别和移民身份有关的主题。对政策和实践的影响与建议一起出现,特别关注在学校进行这些富有挑战性的对话的好处。
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引用次数: 2
Equity-Focused, Trauma-Informed Policy Can Mitigate COVID-19’s Risks to Children’s Behavioral Health 以公平为中心、了解创伤的政策可以减轻COVID-19对儿童行为健康的风险
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211031583
Robey B. Champine, Jason M. Lang, Anusha Mamidipaka
Both vulnerabilities to COVID-19 and childhood trauma have deep roots in health inequities. Children of color especially risk severe COVID-19 illness, with long-term effects that amplify existing health disparities, including trauma exposure. Similarly, children of color report more adverse childhood experiences (ACEs) than non-Hispanic White children. ACEs and other potentially traumatic events are associated with lifelong physical and psychological health problems. Policy must prioritize health equity (the absence of differences in health care access, quality, and outcomes based on ethnicity, race, and socioeconomic status). A trauma-informed approach emphasizes recovery and resilience. Principles of health equity can join with trauma-informed policy and practice for families and communities to help mitigate the effects of childhood trauma during the pandemic and beyond.
对COVID-19的脆弱性和儿童创伤都深深植根于卫生不平等。有色人种儿童尤其有可能患上COVID-19严重疾病,其长期影响会扩大现有的健康差距,包括创伤暴露。同样,有色人种的孩子比非西班牙裔的白人孩子报告更多的不良童年经历(ace)。ace和其他潜在的创伤性事件与终生的生理和心理健康问题有关。政策必须优先考虑卫生公平(不存在基于民族、种族和社会经济地位的卫生保健可及性、质量和结果的差异)。创伤知情的方法强调恢复和复原力。卫生公平原则可以与家庭和社区的创伤知情政策和做法相结合,帮助减轻大流行期间和之后儿童创伤的影响。
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引用次数: 1
Child Care Policy as an Anti-Poverty Strategy: The Need to Address Neurophysiological Self-Regulation 儿童保育政策作为反贫困战略:需要解决神经生理自我调节
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211031579
Steven J. Holochwost, Lindsay A. Gomes, Cathi B. Propper, E. Brown, I. Iruka
High-quality early care and education can mitigate the short- and long-term effects of poverty on young children’s development. Therefore, policies that expand access to high-quality early care and education can be an effective anti-poverty strategy. A number of programs demonstrably foster volitional processes of self-regulation—the capacity to control emotions, thoughts, and behaviors—among young children in poverty. However, relatively little is known about how the activity of the neurophysiological systems that form the interface between brain and body supports these processes of self-regulation in early care and education settings. Maximizing the efficacy of early care and education as an anti-poverty strategy requires adopting policies to advance three interrelated goals: understanding, accommodating, and reconfiguring young children’s neurophysiological function in the early care and education environment.
高质量的早期护理和教育可以减轻贫困对幼儿发展的短期和长期影响。因此,扩大获得高质量早期护理和教育的机会的政策可以成为一项有效的反贫困战略。许多项目显然在贫困儿童中培养了自我调节的意志过程,即控制情绪、思想和行为的能力。然而,对于形成大脑和身体之间界面的神经生理学系统的活动如何在早期护理和教育环境中支持这些自我调节过程,人们知之甚少。要最大限度地提高早期护理和教育作为一项反贫困战略的效力,就需要采取政策来推进三个相互关联的目标:理解、适应和重新配置幼儿在早期护理和教学环境中的神经生理学功能。
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引用次数: 4
Food Insecurity: What Are Its Effects, Why, and What Can Policy Do About It? 粮食不安全:它的影响是什么,为什么,政策能做些什么?
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211032250
Caitlin T. Hines, Anna J. Markowitz, Anna D. Johnson
Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then considers how food insecurity harms children and explores both direct pathways through child health and indirect pathways through parenting and parent well-being. Finally, after reviewing existing policy for reducing food insecurity, we provide suggestions for new policy and policy-targeted research.
粮食不安全——无法获得足够的食物来维持积极健康的生活方式——影响着美国1000多万儿童。大量研究将粮食不安全与儿童身体、认知和社会情感发展受阻联系起来,并为政策提供见解。在介绍了粮食不安全及其测量方法之后,本文总结了粮食不安全对儿童发展的影响。然后,它考虑了粮食不安全如何危害儿童,并探讨了通过儿童健康的直接途径和通过养育子女和父母福祉的间接途径。最后,在回顾现有减少粮食不安全政策的基础上,提出了新的政策建议和政策性研究建议。
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引用次数: 10
Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care 回归基础:早期教育和护理质量改善的发展催化剂
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211032258
Emily C. Hanno, Stephanie M. Jones, Nonie K. Lesaux
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.
儿童在早期教育项目中的经历会对他们的认知、社会和情感发展产生深远的影响。在这些环境中,与教育工作者的互动是促进儿童健康发展的催化剂。然而,今天很少有孩子能在高质量的早期学习环境中学习,这种环境以温暖、刺激认知的交流为特征。这篇综述总结了在一系列发展领域中促进儿童技能增长的环境特征的研究,然后描述了在当今早期教育和护理领域中记录这些特征的研究。至于在不同的早期教育和护理系统中培养这些特征的策略,讨论的重点是教育者的核心作用。该结论为正在进行的公共学前教育扩展和质量改进工作提供了启示,并强调了未来研究进一步这些工作的机会。
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引用次数: 9
Attending to the Adversity of Racism Against Young Black Children 关注针对年轻黑人儿童的种族主义苦难
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211029313
I. Iruka, T. Durden, Nicole Gardner‐Neblett, Nneka Ibekwe‐Okafor, Amber B. Sansbury, Nicole A. Telfer
The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of black children, their families, and their communities. Using the Integrative Model for the Study of Developmental Competencies for Minority Children and Critical Race Theory frameworks, this article elucidates how racial disparities in every opportunity and outcome connected to black children and their ecosystem are due to white supremacy and anti-black racism. We call for urgent action focused on preservation, protection, and promotion to address white supremacy and combat anti-black racism through racial equity and culturally grounded science and policymaking.
前1000天是儿童发展最重要的时期之一。作为一种被严重忽视的逆境,在黑人儿童出生前和整个生命过程中,各种形式的种族主义都值得发展科学文献更多关注。种族主义——包括结构性、制度性、人际关系、内在和文化性——对黑人儿童、他们的家庭和社区的健康、学习和福祉产生了负面影响。本文利用少数民族儿童发展能力研究的综合模型和批判性种族理论框架,阐明了白人至上主义和反黑人种族主义如何导致与黑人儿童及其生态系统相关的每一次机会和结果中的种族差异。我们呼吁采取以保护、保护和促进为重点的紧急行动,通过种族公平和基于文化的科学和政策制定,解决白人至上主义问题,打击反黑人种族主义。
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引用次数: 6
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Policy Insights from the Behavioral and Brain Sciences
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