Shared Decision Making in Early Childhood Research: A Foundation for Successful Community-University Partnerships

This section is devoted to contributions from the readership. These include articles, essays, commentary, and previously published chapters of special interest to the child development, early childhood intervention, and family support fields. The Editors and members of the Advisory Board welcome the participation of practitioners, researchers, and policy makers to continue "Dialogue From the Field.&quot

Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade

Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children ( N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills

Domestic violence crimes and children: A population-based investigation of direct sensory exposure and the nature of involvement

Children's exposure to domestic violence is a major national problem. Researchers and policymakers have called for research guided by comprehensive conceptual frameworks to advance understanding of this complex risk to children's well-being [Center for Disease Control and Prevention (2006). Preventing intimate partner violence, sexual violence, and child maltreatment. Retrieved June 3, 2006 from http://www.cdc.gov/ncipc/pub-res/research_agenda/07_violence.htm.; National Institute of Justice (2007). Adolescents, neighborhoods, and violence: Recent findings from the Project on Human Development. Retrieved on September 5, 2007 from http://www.ncjrs.gov/pdffiles1/nij/217397.pdf). The present study used a developmental-epidemiological model to explore the prevalence and nature of children's exposure to and involvement in domestic violence crimes investigated by law enforcement across a population. During the year under study 1581 domestic violence crimes were investigated by law enforcement. Forty-three percent of all domestic violence crimes had children in the household, and nearly all of those children (95%) experienced sensory exposure to the violence. A logistic regression model revealed a relationship between child exposure and domestic violence event characteristics such as victim injury, mutual assault, and perpetrator arrest. This research also examined how children are involved in domestic violence events. Three distinct types of involvement were revealed: children were part of the precipitating event; children called for help; and children were physically involved. Findings highlight the importance of developing a comprehensive surveillance system to ensure children exposed to domestic violence are made visible so they can be referred to appropriate services.Children exposed to domestic violence Children's involvement in domestic violence

Typology of emotional and behavioral adjustment for low-income children: A child-centered approach

An empirical typology of classroom emotional and behavioral adjustment was developed for preschool children living in urban poverty. Multistage hierarchical cluster analyses were applied to identify six distinct and reliable subtypes of classroom adjustment, differentiated by high and low levels of behavioral (aggressive, inattentive, oppositional, withdrawn/low energy, socially reticent) and situational adjustment (structured learning, peer interactions, and teacher interactions). Differences among profile types were found across child age, special needs status, and peer social and classroom learning outcomes. Patterns of overactive behavior with problems in socially-mediated learning situations predicted peer disruption. Patterns of withdrawn behavior, and problems in socially-mediated and teacher-directed learning situations predicted peer disconnection and poor learning outcomes. More resilient patterns were associated with older age, lower percentage of special needs, and higher readiness outcomes. Implications of the findings to extend prior research and to inform strategic early identification and mental health intervention are discussed

Types and timing of child maltreatment and early school success: A population-based investigation

The purpose of the present study was to investigate the prevalence of types of child maltreatment and co-occurring risks in an entire county population of children in public education and to examine the unique relations of the child maltreatment types and timing on children's early academic success while accounting for the children's multiple-risk context. A cohort of 11,835 second grade students who were born in the county and attended the public school district served as participants. Information on first reported experiences of substantiated physical abuse, neglect, unsubstantiated child maltreatment reports, health, maternal, and social risks, and academic and behavioral outcomes was obtained and linked through a county-wide integrated data system. Results indicated that after controlling for demographics and the set of other risks, substantiated child neglect and unsubstantiated reports were associated with poorer outcomes than physical abuse. Also, first substantiated child maltreatment and unsubstantiated reports prior to kindergarten were related to a more comprehensive set of poor outcomes than post-kindergarten first reports. The differential patterns that emerged for the association between age of first reported maltreatment by type and educational outcomes were discussed with implications for future research and policy.Child maltreatment Population study Physical abuse Child neglect Unsubstantiated maltreatment Infant Toddler Preschool

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social–emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social–emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed