African American Preschoolers Research Articles

Social and behavioral differences among a predominantly African American preschool sample

This study investigated the relationship between problem behaviors, including those associated with hyperactivity, and social skill deficits in a predominantly African American sample of preschool children. Specifically, 96 children, ages 3 through 5, were evaluated by their teachers using the Conners' Teacher Rating Scales-28 (CTRS-28), the ADHD Rating Scale, and the Social Skills Rating System (SSRS). Three cluster groups were identified based upon ratings on the CTRS-28. Differences in specific SSRS Social Skill and Problem Behavior items among the three groups were identified. In addition, differential and concurrent validity for the AD/HD Rating Scale for the preschool age group was established. Implications of results regarding children at risk for school failure and drop-out were discussed. © 1999 John Wiley & Sons, Inc.

The Relation of Self-Perceptions to Achievement among African American Preschoolers

The study examines the relations of self-concept, self-esteem, and racial preference to the academic achievement of African American preschool children. The children were 49 to 63 months of age and enrolled in a Head Start program. Three self-perception measures were obtained for each child, and a measure of academic achievement was obtained yielding 2 scores: a Knowledge Cluster Score and a Skills Cluster Score. Regression analyses indicated that academic self-esteem accounted for a significant amount of the variance in both the Knowledge and Skills Cluster Scores of the children. Racial attitude was also a significant predictor of Knowledge Cluster scores, and self-concept predicted Skills Cluster scores; however, these measures accounted for less variance in achievement than did academic self-esteem. Findings suggest that the development of academic self-esteem is important for the school achievement of minority children.

Performances of At-Risk, African American Preschoolers on the Peabody Picture Vocabulary Test-III.

This study examined the performance of 59 at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997). The subjects were considered at-risk based on low-income status and/or social status variables such as family density and teenage parents. A mean standard score of 91 and a standard deviation of 11 were achieved by these children. Although these scores are below those reported for the PPVT-III standardization sample, the performance spread resulted in a normal distribution of scores. Differences in performance based on gender and income were not apparent, but level of education of the primary caregiver significantly influenced performance. The findings indicate that unlike the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) the PPVT-III is a culturally fair instrument that is appropriate for use with this population.

African-American and Euro-American Preschoolers with Intellectual Disabilities: Patterns of Play with Toys

The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided.

Developmental trends in emotion understanding among a diverse sample of African-American preschool children

The contributions of age and cognitive-language skills to children's emotion understanding (e.g., recognition of facial expression and understanding of contextual cues for five basic emotions: happy, sad, mad, scared, and surprised; as well as children's application of their understanding of emotions to hypothetical situations requiring them to cope with maternal anger) were examined in a sample of 45 preschool-aged African-American children. These children came from diverse SES and parenting backgrounds, with a heavy concentration of the sample from disadvantaged homes. The results were similar to studies of Caucasian children. Specifically, the results indicated that both age and cognitive-language skills contribute to children's emotional understanding. However, the contribution of age to emotion understanding was more consistent than the contribution of cognitive-language skills. Judgments of anger showed an age-related increase in accuracy in the contextual cue condition but not in the facial cue condition. Compared to other samples, children in this study were fairly accurate at judging and identifying fear. The results are discussed in terms of parent emotion socialization practices and implications for children's emotional development.

Perceived Physical Competence and Actual Motor Skill Competence of African American Preschool Children

This study examined the relationship between perceived physical competence and actual motor skill competence in African American preschool children at risk of school failure and/or developmental delay (N = 59). A secondary purpose was to determine gender differences and the accuracy of self-perceptions. All children completed a perceived physical competence subscale (Harter & Pike, 1984). Actual motor skill competence was measured by Ulrich’s (1985) Test of Gross Motor Development (TGMD), resulting in three scores (locomotor, object-control, and TGMD-Total). Stepwise regression analysis revealed that locomotor competence (p = .99) and gender (p = .81) did not predict perceived physical competence, but object-control competence (p = .01) did significantly predict perceived physical competence. Adding gender to this regression model did not significantly predict perceived physical competence (p = .69). These findings showed that these children are not accurate at perceiving their physical competence.

Professional judgments about the relationship between speech and intelligence in african american preschoolers

This study investigated listener judgments of the speech of African American preschoolers. Forty-four judges (Head Start teaching staff = 18, pediatricians = 15, and speech-language pathologists = 11) were asked to watch and listen to a video tape of six children and to judge each child’s speech and intelligence. Head Start teaching staff and pediatricians were both likely to perceive that speech and intelligence were related, although the two groups held differing views about the nature of that relationship. Speech-language pathologists were likely to perceive speech as being relatively independent of intelligence.

Language and motor skills of preschool children with sickle cell disease.

Language skills of 9 African-American preschool children with sickle cell disease were not significantly different from those of nondiseased children but gross and fine motor skills were.

Low-income preschoolers' behavior with anatomically detailed dolls

The present study examined nonabused children's responses to anatomically detailed (AD) dolls among diverse populations. Thirty six low-income, predominantly African-American preschoolers from a Head Start center participated in an AD interview. Interviews were videotaped and coded for the presence of eight behaviors and eight parallel verbalizations. Results indicated that the children spent the majority of the interview without engaging in any behaviors which are often associated with sexual abuse. Sexual interaction between the dolls was seldom demonstrated, particularly when compared to exploration of the dolls' genitalia. Some differences were noted in the way low-income, predominantly African-American preschoolers responded to the dolls, when contrasted with the results of studies using predominantly middle-income, White preschoolers. The need for the consideration of environmental factors in interpreting children's responses to AD dolls is discussed.

The Promises and Pitfalls of Language Sample Analysis as an Assessment Tool for Linguistic Minority Children

Language sample analysis (LSA) is often viewed as a nonbiased procedure for identifying language delay among linguistic minorty children. This article offers a critical discussion of LSA’s use as an identification tool. Its advantages and disadvantages are reviewed. The concept of a minimal competency core is introduced as a potential criterion-referenced procedure for screening African American preschool children. The clinical utility of such an approach is discussed in terms of the research and educational issues that should be addressed.

Influence of a Motor Skill Intervention Program on Perceived Competence of At-Risk African American Preschoolers

This study was conducted to determine the influence of a motor skill intervention (MSI) program on the perceived competence and social acceptance of African American preschoolers who are at risk of school failure/developmental delay. Two groups of preschoolers enrolled in a compensatory prekindergarten program participated in a 12-week intervention. The motor skill intervention (MSI) group received an MSI program, while the control group (C) received the regular prekindergarten program. All children completed Harter’s Pictorial Scale of Perceived Competence and Social Acceptance prior to and following the 12-week program. The results indicated that all children, regardless of group, reported high perceived physical and cognitive competence and high perceived maternal and peer acceptance. Additionally, the MSI group reported significantly higher perceived physical competence scores after receiving the MSI program. The MSI group also reported higher perceived physical competence than the C group on postintervention scores. No gender differences were found. It was concluded that perceived competence and social acceptance were enhanced by participation in an MSI program.

Studying the Role of Family and School in the Development of African American Preschoolers in Violent Neighborhoods

Suzanne M. Randolph, Sally A. Koblinsky, and Debra D. Roberts, Department of Family Studies, University of Maryland-College Park* This article examines the potential influence of family and community variables on the development of children in violent neighborhoods. It reviews research on the prevalence of children's exposure to community violence, examines the effects of violence exposure on various areas of children's development, and explores the role of family and schools in reducing children's violencerelated stress. It also discusses conceptual and methodological issues that must be addressed in a future research agenda examining these topics. Lastly, it presents strategies for developing and empirically testing educational interventions designed to promote positive developmental outcomes for African American preschoolers in violent neighborhoods. THE PROBLEM Community violence has become epidemic in the United States and has been targeted as a major national public health problem by the U.S. Department of Health and Human Services/Public Health Service (USDHHS/PHS) (1992), which has incorporated a focus on community violence as part of its Healthy People 2000 objectives. Growing numbers of families with limited incomes are living in neighborhoods characterized by high levels of violence, crime, and drug activity. Such families may experience direct exposure (e.g., robbery, assault) and indirect exposure (e.g., witnessing violent events, knowing a victim) to violent events on a regular basis (USDHHS/PHS, 1992). Many parents who live in these neighborhoods fear the effects of community violence on their children, and their concerns about child safety begin during their children's early years. With increasing frequency, children are becoming victims, witnesses, and perpetrators of violence. In 1992, violence took the lives of more than 2,400 children (National Center for Health Statistics, 1995). Further, countless children witness community violence and experience the emotional and psychological trauma that can result from such exposure (Osofsky, 1995). Especially alarming is the increase in child perpetrators of violence. In 1992, for example, more than 7,600 children between the ages of 10 and 12 were charged with murder, rape, robbery, or assault, while over 1,500 children ages 9 and younger were charged with at least one of these violent crimes (Office of Juvenile Justice and Delinquency Prevention, 1993). Researchers note that violent behavior is often part of a long developmental process that begins in early childhood. Studies of adults arrested for violent crimes often find a childhood history of exposure to family and community violence (Saving Youth from Violence, 1994). The family, school, and community are important social contexts that influence children's development (Bronfenbrenner, 1986). When these contexts are supportive and protective, they facilitate positive cognitive and socioemotional functioning; when they are stressful, they may place children at developmental and educational risk. Community violence can be viewed as an ecological stressor that interacts with individual, family, and school factors to influence children's growth and development. Community violence may not only directly impair children's functioning, but may also hinder the ability of parents and teachers to protect children and help them cope with negative life events (Cicchetti & Rizley, 1981). Exposure to pervasive community violence can jeopardize preschool children's ability to learn and succeed in school (Gouvis, 1995). Violence exposure may undermine young children's development of security, autonomy, competence, and self-esteem, and trigger dysfunctional coping responses. Children may come to mistrust their parents and teachers-whom they perceive as being unable to protect them-and develop aggressive, impulsive, self-protective behaviors. Such behaviors may interfere with young children's acquisition of such values as cooperation, empathy, and sensitivity. …

The Use of Dietary Supplements for Afro-American Pre-School Children Residing in Washington DC.

Diet and supplementation was assessed in 262 African-American preschool children. The families were recruited through the public schools. The families had to have a minimum of a mother, a child 7 to 13, and a preschool child. The mothers were the primary caretaker and the age range of the preschool child was 3.3 (range of 2 to 5). All measures were gathered in the family's home and all questionnaires were read to the participants, foods were measured pre- and post- consumption for two meals, and food recalls were obtained. Of the 262 respondents surveyed, 117 (33%) were currently using some type of vitamin and/or mineral supplement Two hundred fifty-one (71%) of the respondent had used or were currently using a supplement A majority of respondents (57%) took supplements six to nine times per week. Some individuals were taking multiple supplements per day. Multi-vitamins supplements were the most frequently used type of supplement the multi-vitamin cartoon shaped, pre-sweetened chewable supplements were reported as most frequently consumed. On the average the children already received adequate amounts of thiamin, riboflavin and vitamin C. The average intakes of calcium, iron and niacin were very low and may have warranted the use of a supplement.

Factors Related to Immunization Status Among Inner-City Latino and African-American Preschoolers

To identify factors associated with undervaccination at 3 months and 24 months among low-income, inner-city Latino and African-American preschool children. Interviews with a representative sample of inner-city families using a cross-sectional, multi-stage, cluster-sample design combined with a replicated quota sampling approach. South Central and East Los Angeles areas in inner-city Los Angeles. Eight hundred seventeen Latino and 387 African-American families with children between 12 and 36 months of age. Being fully immunized or up-to-date (UTD) at 3 months (1 diphtheria-tetanus-pertussis vaccine and 1 oral polio vaccine) and 24 months of age (4 diphtheria-tetanus-pertussis vaccines, 3 oral polio vaccines, and 1 measles-mumps-rubella vaccine). Logistic regressions of UTD immunization status at 3 and 24 months by population and health care system factors. Seventy percent of Latino children and 53% of African-American children were UTD at 3 months of age. At 24 months of age, 42% of Latino children and 26% of African-American children were UTD on their immunizations. Receipt of the first immunizations by 3 months was associated with smaller family size, and evidence of connection to prenatal care. Latino children were less likely to be UTD at 24 months if they obtained well child care from private providers versus public clinics (odds ratio [OR] = 0.45, 95% confidence interval [CI] = 0.26, 0.79). There was also a trend for Latino children to be less well immunized if they were in health maintenance organizations versus public clinics (0.31, 0.05 < P < .1). African-American children were more likely to be UTD at 24 months if they were UTD at 3 months (OR = 5.56, 95% CI = 1.43, 21.6), had more health visits (OR = 1.13, 95% CI = 1.01, 1.27), and were less likely to be UTD at 24 months if they were on Medicaid versus private insurance (OR = 0.26, 95% CI = 0.08, 0.90). Both African-American and Latino children in inner-city Los Angeles have low immunization rates at 3 and 24 months. Prenatal care and family size are strongly associated with being UTD by 3 months; however, family and child characteristics are relatively unimportant predictors of being UTD at 24 months of age. Important risk factors for underimmunization at 2 years of age in the inner-city, low-income communities studied include type of health insurance and source of well child care, with the public sector having higher rates than private doctors' offices or health maintenance organization/managed care plans.

Effects of Race and Dialect of Examier on Language Samples Elicited from Southern African American Preschoolers

Language samples were elicited from 17 African American preschoolers by three examiners; a White female using Standard English, an African American female using Standard English, and an African American female using Black English. Language samples elicited by the Black English speaker contained more Black English features than those elicited by either of the Standard English speakers. Samples elicited by the two African American examiners contained more different Black English features than those elicited by the White examiner. Apparently children as young as four years of age may code switch during language evaluations according to the race and dialect of the examiner. Clinical implications are discussed.

Parental and Peer Influences on Food Consumption of Preschool African-American Children

Sources of social influence on urban African-American preschool children's food consumption were coded from videotapes of noontime and evening meals of 42 children. The frequency of eating prompts was associated with the age of the child, the source (mothers, fathers, age mates, other adults, and day-care staff), and socioeconomic status. The success of the prompt in changing the child's eating behavior was dependent on the type of prompt.

Dialectal Forms During Discourse of Poor, Urban, African American Preschoolers

This study describes nonstandard syntactic and morphological forms used by 45 poor, urban, 4- to 5.5-year-old African American boys and girls. Distributional analyses revealed three subgroups distinguished by the percentage frequencies of occurrence of utterances containing specific forms, and by the predominant types used by each group. Implications for characterizing the linguistic productions of young African American children are discussed.

The Complex Syntax Skills of Poor, Urban, African-American Preschoolers at School Entry

The present study examines complex syntax production by a sample of 45 preschool-age African-American boys and girls (chronological age [CA] 4:0 to 5:6, years:months) from urban, low-income homes. The results provide quantitative descriptions of amounts of complex syntax and suggest a potential positive relationship between amounts of complex syntax and amounts of nonstandard English form usage in the children's connected speech. Clinical applications are discussed.

Prediction of Caucasian and African-American Preschool Children's Fluid and Crystallized Intelligence: Contributions of Maternal Characteristics and Home Environment

Assessed 60 mother-child pairs on two measures of crystallized intelligence and one measure of fluid abilities. Maternal fluid and crystallized intelligence and education, as well as family income and home environment, were used to predict Caucasian and African-American preschool children's fluid and crystallized abilities. Mothers' fluid abilities best predicted children's fluid abilities; mothers' crystallized intelligence best predicted children's crystallized intelligence; when examined without maternal intelligence, the only socioeconomic variables that significantly predicted children's intellectual abilities were family income and home environment.

Performances of Low-Income, African American Preschool and Kindergarten Children on the Peabody Picture Vocabulary Test-Revised

This study examined test performances of 105 low-income, urban, African American preschool and kindergarten boys and girls on the Peabody Picture Vocabulary Test-Revised (PPVT-R). Most children performed more than one standard deviation below the mean, and a scoring adjustment to the test failed to change this distribution substantially. The findings indicate that the PPVT-R is not appropriate for use with this population.