African American Preschoolers Research Articles

Reimagining Post-Covid Relationships with Culturally and Linguistically Diverse Families: Reflecting with a Preschool Director

Abstract: Guided by the concept of “Pandemic as Portal” (Souto-Manning, 2021), this work utilizes ethnographic methods of inquiry and analysis to understand home–school relationships between Lisa, an African American preschool leader, and families at an early childhood center in the U.S. Midwest. Analysis of data from before and during the pandemic revealed continued themes of extended relationships between center leadership and families beyond preschool years, themes based in care over time, and political clarity of leadership. This political clarity drew on Lisa’s understanding of systemic racism and the school system that former students and older siblings would be entering. This paper also considers a disparity in the support and resources the center received, as it often had to rely on local problem-solving or established means and methods of communication to continue connecting with and supporting families throughout the pandemic, rather than turning to state or federal programs for support. Ultimately, the paper concludes that transformative and humanizing practices that developed before the pandemic helped guide the center through that time. The story of home-school relationships at this early childhood center provides examples of the potential to reimagine family engagement, avoiding a return to the “normalcy” of pre-pandemic home–school relationships across the U.S., which have historically been based in unequal power relationships that ignore systemic racism.

Dialect density, language abilities and emergent literacy skills of prekindergarten children who speak African American English

BackgroundNumerous studies have observed a significant and unique relationship between children's use of nonmainstream dialect and reading outcomes. We aimed to examine the relationship between nonmainstream dialect and reading at its roots by completing a preliminary evaluation of the relationship between African American English (AAE) dialect and multiple dimensions of emergent literacy skills in young African American children enrolled in Head Start.MethodsSeventy‐eight African American preschoolers completed the Phonological Awareness Literacy Screening‐PreK (PALS‐PreK) and a narrative retell of the wordless picture book, Frog, Where Are You? The narratives were used to generate three measures of narrative productivity and the dialect density measure (DDM).ResultsStructural equation modelling found that the PALS‐PreK measures significantly loaded onto a single print‐related emergent literacy latent variable and that the three narrative measures significantly loaded onto a single language‐based emergent literacy latent variable. There was a significant relationship between print‐related emergent literacy skills and DDM, but the overall model had a poor fit, showing that the relationship between emergent literacy and DDM was weak.ConclusionsWe conclude the manuscript by discussing implications of this research and suggestions for further study.

Sustainable early literacy outcomes for young children of poverty: Influences of attendance, social competence, and problem behaviour

This study examined the role of children’s early school attendance and social competency skills in their early literacy development. Participants were 286 African American pre-schoolers from low-income homes enrolled in Head Start classrooms in the Unites States of America (mean age = 44.4 months, SD = 6.92 months; boys = 156). We gathered data on their program attendance, social competence, and early literacy skills. Hierarchical multiple regression analyses indicated children’s attendance predicted the pre-schoolers’ early code-related reading measures, while the children’s positive social competence predicted both code-related learning and story comprehension. Positive social competence was a more prominent predictor of early literacy outcomes than children’s challenging behaviour. Findings highlight attendance, literacy, and social-emotional factors important to evidence-based practices aimed at improving and sustaining school readiness among young children of poverty.

The Effects Of Physical Activity On Early Literacy

PURPOSE: To compare the impact of academic lessons taught using either 45 minutes of physical activity per day on the early literacy skills in Head Start preschools serving African American children. METHODS: Eighty-nine African American children (mean ± SD, age 3.8 ± 0.3y) from a low socioeconomic urban Head Start (225 min/wk, n = 6 classrooms, F, n = 54, M, n = 35) performed physical activity academic lessons for 6 months. The PA program was designed to promote 225 min/wk of moderate to vigorous PA academic lessons (3.0-6.0 METS, ~25 min each, 2 lessons/day). The Get It, Got It, Go Individual Growth and Development Indicators for children ages 3-5y was administered to assess academic achievement related to early literacy and phonological awareness in the areas of picture naming, rhyming, and alliteration. Intensity of classroom PA was measured by a SOFIT. All measures were assessed at baseline, 3 and 6 months. RESULTS: The physical activity academic lessons resulted in significantly (p < 0.05) greater levels of PA in the classroom during free play at 3 (9.1 ± 2.3%) and 6 (LD, 21.1 ± 2.2%) months compared to baseline. Picture naming (number of pictures named correctly/min) significantly (p < 0.01) improved in from baseline (14.2 ± 5.5) to 3 (20.5 ± 6.1) and 6 (24.5 ± 6.5) months. Rhyming (number of rhymes correctly identified/two min) significantly (p < 0.01) improved from baseline (LD, 1.5 ± 1.8) to 3 (2.2 ± 2.8) and 6 (5.0 ± 4.9) months. Alliteration (number of letters sounds correctly identified/two min) significantly (p < 0.01) improved from baseline (1.4 ± 1.8) to 3 months (2.0 ± 1.7) and at 6 months (2.5 ± 1.9). Higher scores for picture naming, rhyming, and alliteration indicate greater early literacy skills and phonological awareness. CONCLUSION: Physical activity incorporated into preschool academic lessons improves earlier literacy skills in African American preschoolers.

The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness

AbstractWe examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were also racially diverse. For White preschoolers, teacher–child closeness was more likely and teacher–child conflict and dependency were less likely when their teachers matched them in race. For African American children, teacher–child conflict and dependency were more likely when their teachers matched them in race. Emotion situation knowledge and teacher–child closeness were positively related to later school readiness. Findings are discussed in the context of recommendations for policies and practices encouraging culturally responsive, equitable, and positive social–emotional instructional approaches that motivate, support, and sustain positive teacher–child relationships in early childhood classrooms.

Effects of Household and Environmental Adversity on Indices of Self-Regulation for Latino and African American Preschool Children: Closing the School Readiness Gap

ABSTRACT Research Findings: Addressing factors that influence children’s self-regulation is a critical step toward closing achievement gaps that have consistently been found for African American and Latino children as well as children living in poverty. Cumulative sociodemographic risk in childhood is now widely understood to be a developmental risk factor for children. However, the relationship between cumulative risk and multi-method indicators of self-regulation has not been widely explored, particularly with diverse preschool populations. This study examines the relationship between cumulative household and environmental risk indicators, bottom-up indicators of self-regulation (fear, attention bias to threat), and top-down indicators of self-regulation (inhibitory and emotional control) in a sample of 126 predominantly Latino and African American preschoolers. Findings from indirect effects path analyses suggest a pathway from cumulative environmental risk to inhibitory self-regulation through bias to threat and fear, as reported by both parents and teachers. Practice or Policy: Bottom-up self-regulation may be an important and under-researched area of focus for interventions that seek to support the inhibitory and emotional control of young, adversity-exposed children. Additionally, these findings support the value of existing sociodemographic cumulative risk models that environmental adversities, such as community violence exposure and food insecurity, into conceptualizations of household adversity. An expanded conceptualization of cumulative risk may support the development of systemic interventions that address factors disproportionately experienced by ethnic minority children in low-income urban areas and reduce disparities in early school readiness.

An examination of cultural-linguistic influences on PPVT-4 performance in African American and Hispanic preschoolers from low-income communities

ABSTRACTIn this study, we examined potential influences of cultural and linguistic background on PPVT-4 performance in a community sample of preschool-age children from low-SES households. We did this by evaluating PPVT-4 item-level performance across African American and Hispanic children from low-income families. We compared PPVT-4 item-level performance for 332 Hispanic and African American children (Mage = 48 months) using Wald chi-square tests of independence. There were clinically significant differences in accuracy on 14 PPVT-4 test items with most favouring the African American group. We then looked at the relationship between African American English use and PPVT-4 scores for a subset of 113 African American children (Mage = 49.9 months). A correlational analysis with PPVT-4 standard scores and a dialect density measure (DDM) in narratives revealed no association between these measures. We concluded that there were potential cultural-linguistic biases in PPVT-4 items that were not explained by income alone for the young Hispanic children.

“If You Have a Kid That’s Ready to Learn:” the Kindergarten Transition Experiences of Urban, Low-Income, African-American Preschoolers

ABSTRACT Research suggests that children from urban, low-income African-American families lack school readiness skills and will experience challenging kindergarten transitions. Such studies emphasize family and child deficits. Addressing this gap, we conducted qualitative interviews before and at the end of kindergarten with 12 inner-city, low-income, African-American mothers of Head Start preschoolers. During both periods, mothers assessed children’s readiness skills, and provided home-based support. At the end of kindergarten, despite challenges, children’s transitions were overwhelmingly positive. Our findings suggest how preschools and schools can promote children’s successful transitions, including families’ home-based strategies.

Family Caregiver Marginalization is Associated With Decreased Primary and Subspecialty Asthma Care in Head Start Children

BackgroundUrban minority children are at risk for poor asthma outcomes and might not receive appropriate primary or subspecialty care. We hypothesized that preschool children with asthma whose caregivers reported more barriers to care would be less likely to have seen their primary care provider (PCP) or an asthma subspecialist and more likely to have had a recent emergency department (ED) visit for asthma. MethodsThe Barriers to Care Questionnaire (BCQ) is used to measure expectations, knowledge, marginalization, pragmatics, and skills. We assessed asthma control using the Test for Respiratory and Asthma Control in Kids and these outcomes: PCP visits for asthma in the past 6 months, subspecialty care (allergist or pulmonologist) in the past 2 years, and ED visits in the past 3 months. ResultsThree hundred ninety-five caregivers (96% African-American, 82% low-income, 96% Medicaid) completed the BCQ. Sixty percent (n = 236) of children had uncontrolled asthma, 86% had seen a PCP, 23% had seen a subspecialist, and 29% had an ED visit. Barriers related to marginalization were associated with decreased likelihood of PCP (odds ratio [OR], 0.95; P = .014) and subspecialty visits (OR, 0.92; P = .019). Overall BCQ score was associated with decreased likelihood of subspecialty care (OR, 0.98; P = .027). Barriers related to expectations, knowledge, pragmatics, and skills were not associated with any of the care outcomes. ConclusionsAmong low-income, predominantly African-American preschool children with asthma, primary and subspecialty care were less likely if caregivers reported past negative experiences with the health care system (marginalization). Clinicians who serve at-risk populations should be sensitive to families' past experiences and should consider designing interventions to target the most commonly reported barriers.

Mutans Streptococci and Dental Caries: A New Statistical Modeling Approach

Survival analyses have been used to overcome some of the limitations encountered with other statistical analyses. Although extended Cox hazard modeling with time-dependent variables has been utilized in several medical studies, it has never been utilized in assessing the complex relationship between mutans streptococci (MS) acquisition (time-dependent covariate) and time to having dental caries (outcome). This study involved secondary analyses of data from a prospective study conducted at the University of Alabama at Birmingham. Low socioeconomic status, African-American preschool children from Perry County, AL, USA (n = 95) had dental examinations at age 1 year and annually thereafter until age 6 years by three calibrated dentists. Salivary MS tests were done at ages 1, 1.5, 2, 2.5, 3, and 4 years. The patterns of and relationship between initial MS detection (time-dependent covariate) and dental caries experience occurrence were assessed, using extended Cox hazard modeling. The median time without MS acquisition (50% of the children not having positive MS test) was 2 years. Approximately 79% of the children had positive salivary MS tests by the age of 4 years. The median caries experience survival (50% of the children not having dental caries) was 4 years. During the follow-up period, 65 of the children (68.4%) had their initial primary caries experience. Results of the extended Cox hazard modeling showed a significant overall/global relationship between initial caries experience event at any given time during the follow-up period and having a positive salivary MS test at any time during the follow-up period (hazard ratio = 2.25, 95% CI 1.06-4.75). In conclusion, the extended Cox modeling was used for the first time and its results showed a significant global/overall relationship between MS acquisition and dental caries. Further research using causal mediation analysis with survival data is necessary, where the mediator “presence of MS” is treated as a time-dependent variable.

A Longitudinal Study of the Effect of Computers on the Cognitive Development of Low-Income African American Preschool Children

ABSTRACTResearch Findings: The current study examined the impact of daily classroom computer use on the cognitive development of preschool children in 14 urban Head Start classrooms. The sample consisted of 208 predominantly African American low-income children with a mean age of 48.8 months. A quasi-experimental design was used in which 7 classrooms had computers and 7 classrooms served as the control. Assessments were made at baseline and at 6, 12, and 18 months. Hierarchical linear modeling was used to assess differences between the computer and control groups on cognitive developmental trajectories. Children in the computer condition displayed significantly greater increases in quantitative development than did children from the control condition. Practice or Policy: Children’s access to computers at home and at school has become increasingly prevalent. However, there is still a substantial disparity in access to technology between different socioeconomic groups. The preschool years may offer a promising opportunity to close this gap in access; however, little is known about the impact of computers on the developing minds of children, particularly those from low-income African American families. Findings from the current study suggest that daily use of computer centers in the Head Start classroom may benefit quantitative outcomes for young children.

Effectiveness of Nutrition Intervention in a Selected Group of Overweight and Obese African-American Preschoolers.

High prevalence of childhood obesity persists as a public health concern in the USA. However, limited study has been conducted on the effectiveness of nutrition education focused on African-American (AA) preschoolers (PSLRs) in the preschool settings. The aim of this pilot study was to explore the effectiveness of nutrition education on AA PSLR's health. A convenience sample of 164 PSLRs (95% AA, 44% female) from six Head Start (HS) centers in a Midwestern metropolitan area was randomly assigned to 3 groups: intervention group A, standard curriculum plus nutrition education for PSLRs; intervention group B, standard curriculum plus nutrition education for PSLRs and their caregivers (CGs); and control group, standard curriculum. Baseline and post-intervention differences within each group and differences among the three groups in body mass index (BMI) percentiles, blood lipid profile, and food preference/knowledge were analyzed. No significant changes in BMI percentiles among the three groups were observed. When only overweight and obese PSLRs were considered, there was a significant reduction in BMI percentile in group B (PSLR + CG) and control group. More PSLRs in all three groups had blood lipid levels in the acceptable with few in the high-risk levels. There were no changes in nutrition knowledge and healthy eating behavior post-intervention. This pilot study supports including both PSLRs and CGs in future preschool-based interventions and the need for more intense intervention to optimize healthy outcomes, especially for those AA PSLRs who are overweight or obese.

Assessment of vascular function in low socioeconomic status preschool children: a pilot study

Elevated brachial blood pressure (BP) in childhood tracks into adulthood. Central BP and measures of arterial stiffness, such as aortic augmentation index (AIx) and pulse wave velocity (PWV), have been associated with future cardiovascular disease. This pilot study assessed the feasibility of noninvasively measuring these parameters in preschool children and explored factors that may be associated with elevated BP in this age group. Brachial BP was measured using an electronic oscillometric unit (Dinamap PRO 100) and defined as elevated when systolic BP (SBP) and/or diastolic BP (DBP) was ≥ the 90th percentile for age, gender, and height. Central BP, AIx, and PWV were measured using applanation tonometry (SphygmoCor). C-reactive protein (CRP) was measured in serum samples. Sixteen African-American preschool children were recruited (4.4 ± 0.8 years, 69% males), 6 (38%) of whom had an elevated brachial BP (110 ± 10/69 ± 4 vs. 96 ± 8/55 ± 6 mm Hg, Cohen's d = 2.2). Children with elevated brachial BP had higher central SBP (d = 1.6) and DBP (d = 1.96) (97 ± 6/68 ± 4 vs. 85 ± 8/57 ± 6 mm Hg), AIx (d = 0.88) (31 ± 8 vs. 18 ± 16%, standardized to heart rate), and CRP (3.1 [2.3–6.3] vs. 0.1 [0.1–0.3] mg/dL, d = 2). There was no significant difference in PWV between groups (d = 0.26). CRP and SBP (Spearman r = 0.70), DBP (r = 0.68), central SBP (r = 0.58), and central DBP (r = 0.71) were positively correlated. Wide confidence intervals for the estimated effect sizes indicated a large degree of uncertainty about all estimates due to the small sample size. Noninvasive assessment of central BP and arterial stiffness is feasible in preschool children. Vascular inflammation may be an important factor that influences BP at an early age. Further studies in preschool children are needed to elucidate mechanisms of early onset hypertension.

P309 Characteristics of eosinophilic esophagitis in African-American preschoolers: a case series

P309 Characteristics of eosinophilic esophagitis in African-American preschoolers: a case series

A feasibility study of group caregiver training for the prevention of obesity (GCT-O) in African American preschoolers.

A feasibility study of group caregiver training for the prevention of obesity (GCT-O) in African American preschoolers.

Mixed-Methods Study of Diagnostic and Functional Challenges of African-American Preschoolers

Abstract Date Presented 4/8/2016 Children of minority backgrounds receive their diagnosis of autism spectrum disorder (ASD) late. Mixed methodology was used to study diagnostic and functional challenges of African-American preschoolers with ASD, with considerations for advocacy, assessment, and intervention practices discussed. Primary Author and Speaker: Douglene Jackson

Maternal Perceptions Related to Eating and Obesity Risk Among Low-Income African American Preschoolers.

Objectives Health disparities are prevalent in the U.S., with low-income African American children suffering from high rates of obesity and related conditions. Better understanding of parental attitudes and barriers related to healthy eating and obesity risk is needed to suggest more effective intervention foci for this at-risk population. Methods African American caregivers of 3-5year old children were recruited for focus groups and a questionnaire completion from two Head Start programs in a southeastern state of the U.S. The Social Cognitive Theory was utilized to develop a focus group guide. Focus group recordings were transcribed verbatim and analyzed using the comparative content analysis. Results Eight focus groups (all participants were mothers) yielded the following main themes: (1) general nutrition knowledge but common misconceptions about foods/beverages; (2) beliefs that meals have to include meat and starch and be home-cooked to be healthy; (3) desire to feed children better than their own parents; (4) lack of family support and child pickiness perceived as the greatest barriers to healthy eating; (5) awareness of family history of diseases; and (6) low concern about children's current diet and weight status. Over 25% of mothers underestimated their child weight status. Conclusions Our findings highlight the importance of understanding maternal perspectives related to food, eating, and weight among low-income African American mothers of preschoolers. Nutrition educators should be aware of misconceptions and recognize that mothers might not perceive diet quality in early childhood as having strong impact on the child's future health and/or obesity risks.

Sixty Minutes of Physical Activity per Day Included Within Preschool Academic Lessons Improves Early Literacy.

The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. Over 8 months, rhyming significantly (p < .01) improved in the PA group (173 ± 12%) compared with the controls (28 ± 8%) resulting in between group differences at 8 months (p < .01). Alliteration significantly (p < .01) improved in the PA group (52 ± 16%) compared with controls (13 ± 5%), resulting in between group differences at 8 months (p < .01). As minutes of exposure to moderate to vigorous PA increased, the change in picture naming (R(2) = .35, p < .05), alliteration (R(2) = .38, p < .05), and rhyming (R(2) = .42, p < .05), increased. A teacher-directed PA program is effective at increasing PA and improving early literacy.

Retrospective Analysis of Kawasaki Disease Classification and Outcomes Among Hospitalized African American Preschoolers

Retrospective Analysis of Kawasaki Disease Classification and Outcomes Among Hospitalized African American Preschoolers

White Bias in 3–7-Year-Old Children across Cultures

In three studies we report data confirming and extending the finding of a tendency toward a White preference bias by young children of various ethnic backgrounds. European American preschoolers who identify with a White doll also prefer it to a Black doll. In contrast, same age African American children who identify with a Black doll do not show a significant preference for it over a White doll. These results are comparable in African American children attending either a racially mixed (heterogeneous), or an Afro-centric, all African American (homogenous) preschool. These results show the persistence of an observation that contributed to school de-segregation in the United States. Results also reveal a lack of congruence between skin color identity and preference is not limited to African Americans. There is a comparable, if not stronger White preference bias in five to seven-year-old Polynesian and Melanesian children tested in their native island nations. Using a modified procedure controlling for binary forced choice biases, we confirm these findings with second generation American children of Indian descent showing clear signs of a White (lighter skin preference) bias. These results are consistent with the idea that during the preschool years children are sensitive and attracted to signs of higher social status that, for historical reasons and across cultures, tends to be associated with lighter skin color.