American Preschoolers Research Articles

Cultural differences in the imitation and transmission of inefficient actions

Across two studies, we explored cultural differences in children’s imitation and transmission of inefficient actions. Chinese American and Caucasian American preschoolers (N=115) viewed either one or three models using two inefficient tools to perform two different tasks. In the video, when the model(s) performed the task, only the inefficient tool was available; thus, their choice to use that tool could be considered rational. Next, children were invited to complete the task with either the inefficient tool or an efficient alternative. Whereas the two cultural groups imitated a single model at similar rates, Chinese American children imitated significantly more than Caucasian American children after viewing a consensus. Similar results were found when exploring differences in information transmission. The Chinese American children were significantly more likely than their Caucasian American peers to instruct using an inefficient tool when they had initially viewed a consensus demonstrate it. We discuss these findings with respect to differences in children’s use of social versus task-specific cues for learning and teaching.

The relationship between young children’s language abilities, creativity, play, and storytelling

ABSTRACTThis study examined the connection between young children’s social play, creativity, storytelling, and language abilities. Participants were 56 primarily European American preschool children. First, to assess creativity we asked children to draw several pictures. Children created stories about their pictures during the creative process. Second, children created an original story with access to multiple ethnic family doll sets to use as props. We analysed all storytelling episodes for mean length of utterance and parts of speech. Third, we observed children’s social play behaviours over 10-minute intervals recording behaviour at 1-minute intervals. Finally, we administered the Test of Early Language Development 3 to assess children’s receptive and expressive language skills. Our findings revealed positive relationships between storytelling abilities and language abilities, relationships between type of play, storytelling, and language abilities, and connections between play and creativity and language and creativity. Our findings provide avenues for future research.

Executive functioning of Portuguese preschoolers in the Shape School test: A cross cultural study

ABSTRACTThe Shape School is a neuropsychological test of executive functions (EF) for preschool-aged children. The purposes of this study were: (a) to adapt the use of the Shape School for European Portuguese preschool children and (b) to examine the cultural sensitivity of this test comparing the performance of Portuguese sample and U.S. normative sample. The executive functioning of 233 typically developing children aged 3 to 5 years old (M = 57.52; SD = 10.25; in months) was analyzed and according to our results, the adapted version was appropriate to obtain the discrimination among age-groups. Portuguese and American preschoolers show similar EF profiles. It was possible, in both samples, to note the sensitivity of the measurement to age-related differences, with the older age groups outperforming the younger. Therefore, the Portuguese version of the Shape School was considered suitable for research and clinical purposes.

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.

Exposure to chemical mixtures among preschool aged children

Introduction: Interest exists in understanding the extent of chemical exposures during childhood because of their potential health effects later in life. Biomonitoring studies suggest that such exposures are common in modern societies, but little is known about the degree of these exposures, particularly to mixtures of man-made chemicals, among preschool aged children. Methods: We analyzed data for 52 urinary biomarkers belonging to four chemical classes, quantified using mass spectrometry, for a convenience group of 120 racially and ethnically diverse 3–5 year old American boys and girls recruited in 2013. Children were primarily Hispanic (67%); the rest was equally divided between non-Hispanic blacks and other races. For each biomarker, we calculated descriptive statistics. We also calculated the number of biomarkers detected within the following chemical classes: phthalates and alternative plasticizers, phenols (e.g., triclosan, bisphenol A) and parabens, polycyclic aromatic hydrocarbons (PAHs), and pesticides (i.e., organophosphate and pyrethroid insecticides, herbicides, insect repellents) and across multiple chemical classes. Results: We detected 23 individual pesticides, phenols, phthalates/plasticizers, and PAHs biomarkers in 95–100% of children. Depending on the biomarker, concentrations spanned several orders of magnitude. The median number of biomarkers detected by chemical class was nine of 21 (pesticides), five of seven (phenols and parabens), 13 of 14 (phthalates/plasticizers), and 10 of 10 (PAHs). Across chemical classes, the median number was 37 of 52 biomarkers. Conclusions: Exposure to multiple chemical classes including plasticizers, combustion products, personal-care product chemicals, and pesticides among this group of mainly minority American preschoolers is widespread. Additional exposure assessment studies may assist in identifying dominant exposure sources to chemical mixtures to inform future public health policy and research activities.

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.

English-speaking preschoolers can use phrasal prosody for syntactic parsing.

This study tested American preschoolers' ability to use phrasal prosody to constrain their syntactic analysis of locally ambiguous sentences containing noun/verb homophones (e.g., [The baby flies] [hide in the shadows] vs [The baby] [flies his kite], brackets indicate prosodic boundaries). The words following the homophone were masked, such that prosodic cues were the only disambiguating information. In an oral completion task, 4- to 5-year-olds successfully exploited the sentence's prosodic structure to assign the appropriate syntactic category to the target word, mirroring previous results in French (but challenging previous English-language results) and providing cross-linguistic evidence for the role of phrasal prosody in children's syntactic analysis.

Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities

ABSTRACTInclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed.

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.

Validity of the School-age Assessment of Attachment for moderate-risk, rural early adolescents.

This study provides evidence of validity of the School-age Assessment of Attachment (SAA) through longitudinal comparison with the Preschool Assessment of Attachment (PAA) and with concurrent attachment assessments and measures of risk and parenting. Determining which assessment had the greatest validity with this moderate-risk sample would be of benefit to those working with troubled young people and their families. Children's SAA classifications were expected to correspond to their PAA, a behavioral attachment assessment, parenting, and risk. An attachment questionnaire was predicted to not accurately indicate children's risk status. The design was an 8-year longitudinal follow-up of rural Appalachian American preschoolers. The participants were 21 children and their caregivers. The PAA was completed at age 4. The SAA, a self-report questionnaire, and a parent-child conflict resolution task were completed at age 12. Parents completed assessments of depression, trauma, stress, and perceptions of helplessness. The PAA was related to the SAA and the dyadic behavioral task. The SAA was consistently associated with measures of parenting and family risk. The attachment questionnaire performed poorly for children with higher risk status, suggesting more (not less) sensitive and responsive parenting.

The role of consensus and culture in children’s imitation of inefficient actions

A significant body of work has demonstrated children’s imitative abilities when learning novel actions. Although some research has examined the role of cultural background in children’s imitation of inefficient actions, to our knowledge no research has explored how culture and conformity interact when engaging in imitation. In Study 1, 87 Caucasian American and Chinese American preschoolers were presented with either one model or three models performing an inefficient action. Whereas there were no cultural differences in imitation in the Single Model condition, Chinese Americans were significantly more likely to copy the model’s preference for an inefficient tool in the Consensus condition. Children’s tool choice was associated with their justification for their choice as well as their memory for the model’s action. Study 2 explored the impact of immigration status on the cultural differences in children’s tool choice by including 16 first-generation Caucasian American children. When comparing the findings with the rates from Study 1, both groups of Caucasian American preschoolers imitated at rates significantly lower than the Chinese American preschoolers. We suggest that the tool choices of Caucasian American children relate to a tendency to engage in a perceptually driven mode of learning, whereas the choices of the Chinese American children reflect a greater likelihood to use a socially driven mode.

Change in Misperception of Child's Body Weight among Parents of American Preschool Children.

Little is known about parental recognition of their child's overweight status over time. The aim of this study was to examine the prevalence of parental misperceptions related to preschool children's weight in the last two decades. Data come from the National Health and Nutrition Examination Survey from 1988 to 1994 (early survey; n=3839) and 2007 to 2012 (recent survey; n=3153). Parents were asked whether they considered their child, ages 2-5 years, to be overweight, underweight, or just about the right weight. We estimated the probability ratio (PR) between the two surveys for parents perceiving their overweight child as overweight. Percentages of parents who inappropriately perceived their overweight child as just about the right weight was 96.6% and 94.9% for the early and recent survey, respectively. As high as 78.4% of parents perceived their obese child as just about the right weight in the recent survey. The probability of overweight/obese children being perceived as overweight in the early survey was 0.18 (95% confidence interval [CI]=0.14-0.22) and further lowered to 0.14 (95% CI=0.11-0.17) in the recent survey. After adjustment for sociodemographics and BMI z-scores of directly measured body weight, probability of being appropriately perceived by the parents declined by 30% between surveys (PR=0.70 [0.63, 0.78]). There was a declining tendency among parents to perceive overweight children appropriately. Strategies are needed to explore how to encourage clinician discussions with parents about appropriate weight for their child and strengthen capacity for childhood obesity prevention.

Architectural Design Education Program for Children: Adaptation into Turkish Culture and Analysis of its Effectiveness

Problem Statement: Design, which is a process of creating, supports individuals’ pursuit, experience and discovery, and contributes to the improvement of higher-order thinking skills. A systematic design education offered in the early years of life boosts especially creative thinking and problem solving skills as well as awareness of the environment and nature. Such education programs have been implemented continuously in Europe and America. However, in Turkey, there is no design education for children. Purpose of the Study: This research aims to adapt into Turkish culture the Architectural Design Education Program for American preschool and primary school children aged 6-11 and to analyze its effectiveness in improving the design skills of Turkish children. The effectiveness of the program is examined within the sub-question if there are any statistically significant differences between the experimental groups instructed by adapted program and the control groups instructed by conventional activities in the concept of design skills exhibited through performancebased assessments particular to each instructional session. Method: The Architectural Design Education Program was adapted into the Turkish culture through studies carried out with expert groups. In the academic year 2011-2012, 177 children were given this education program in a primary school in Ankara. These students constituted six Dr., Mimar Sinan Fine Arts University, Faculty of Science and Letters, Department of Educational Sciences, Turkey. E-mail: goksu.gozen@msgsu.edu.tr

The Mommy and Me Play Program: A Pilot Play Intervention for Low-Income, African American Preschool Families

In this study the author examined the effects of a dyadic, mother-paired play intervention—The Mommy and Me Play Program—an innovative intervention program designed using a live-action modeling technique in which mothers serve as “natural helpers” to each other. By identifying natural strengths in mothers and employing opportunities for scaffolded learning, this intervention aimed to enhance mother–child play interactions and children's social and emotional competence. Fifty mother–child dyads from a single, low-income, African American, urban community were assessed in this study on measures of mother–child play interactions and children's social and emotional competency. Results from this pilot were not statistically significant, but provide important information regarding future research with this intervention program. These preliminary findings indicated that mothers with fewer play skills pre-intervention demonstrated improvement in their play skills post-intervention beyond other intervention participants; and children of those same mothers showed the greatest decrease in angry and aggressive behaviors in the classroom when compared to other participating children from pre- to post-intervention. Implications for research and practice in community-based, intervention work with low-income, ethnic-minority families are discussed.

African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills

African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills

Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery-VMI): lessons from exploration of cultural variations in visual-motor integration performance of preschoolers.

Visual-motor integration (VMI) is important in children's development because it is associated with the performance of many functional skills. Deficits in VMI have been linked to difficulties in academic performance and functional tasks. Clinical assessment experience of occupational therapists in Singapore suggested that there is a potential difference between the VMI performance of Singaporean and American children. Cross-cultural studies also implied that culture has an influence on a child's VMI performance, as it shapes the activities that a child participates in. The purpose of this study was to (1) explore if there was a difference between the VMI performance of Singaporean and American preschoolers, and (2) determine if there were ethnic differences in the VMI performance of Singaporean preschoolers. The Beery-VMI, which was standardized in America, is commonly used by occupational therapists in Singapore to assess the VMI ability of children. We administered the Beery-VMI (fifth edition) full form test (excluding the supplemental tests) to 385 preschoolers (mean age = 63.3 months) from randomly selected schools in Singapore. We compared the scores of Singaporean preschoolers with those of the American standardization norms using the one-sample t-test. Scores of different ethnic groups among the Singapore population were also compared using a one-way anova, followed by the Bonferroni post-hoc test. Singaporean preschoolers and the standardization sample of American children performed significantly differently in all age groups (P < 0.05). Among the Singapore population, the scores were also significantly different (P < 0.05) between the (i) Chinese and Malay and (ii) Chinese and Indians ethnic groups. Preschoolers from different cultural and ethnic groups had different VMI performance. Certain cultural beliefs and practices may affect VMI performance. Clinicians should exercise caution when using an assessment in communities and cultures outside the ones on which it was standardized.

Children’s emotional expressivity and teacher perceptions of social competence

Previous research suggests that adult perceptions of children’s social competence may vary depending on the socialization goals in a given cultural context. There is also ample evidence of cultural differences in values concerning emotional display, with East Asian collectivistic contexts favoring restraint and Western individualistic contexts favoring open expression of internal states. The present study examined an individualistic versus collectivistic comparison in the links between children’s emotional expressivity and teacher evaluations of their social competence. A sample of 127 Korean, Asian American (AA) and European American (EA) preschoolers participated in emotion eliciting tasks and were rated by their teachers on three dimensions of social competence (peer acceptance, prosocial behavior, and antisocial behavior). Moderation analyses revealed that for Korean children, sadness and happiness expressivity were associated with higher antisocial behavior scores, but these associations were reversed or not significant for EAs. For AA children, anger display was associated with lower ratings of peer acceptance and prosocial behavior, but this link did not hold for their EA counterparts. Overall, there was some support for the hypotheses that expressivity was related to lower teacher perceptions of child social competence for a collectivistic group (AA and Korean) but not for an individualistic group (EA). Thus, these findings indicate cultural group differences in teacher perceptions and values of children’s emotion expressivity.

Exploring story grammar structure in the book reading interactions of African American mothers and their preschool children: a pilot investigation.

The aim of this investigation was to identify the book reading behaviors and book reading styles of middle class African American mothers engaged in a shared book reading activity with their preschool children. To this end, the mothers and their children were videotaped reading one of three books, Julius, Grandfather and I, or Somewhere in Africa. Both maternal and child behaviors were coded for the frequency of occurrence of story grammar elements contained in their stories and maternal behaviors were also coded for their use of narrative eliciting strategies. In addition, mothers were queried about the quality and quantity of book reading/story telling interactions in the home environment. The results suggest that there is a great deal of individual variation in how mothers use the story grammar elements and narrative eliciting strategies to engage their children in a shared book reading activity. Findings are discussed in terms of suggestions for additional research and practical applications are offered on ways to optimally engage African American preschool children and African American families from diverse socioeconomic backgrounds in shared book reading interactions.

Children, Mathematics, and Videotape

Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children’s bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to analyze embodied power relations between majority researchers and minority children. This article responds to this problem by outlining a theoretical position on power and bodies, describing multimodal analysis strategies, and using these strategies to analyze the subject positions available during a mathematical assessment interview for three African American preschool child-participants and the European American adult researcher. This study draws attention to the complexity of human interactions during assessment interviews by describing the ways children positioned themselves as willing (or not), attentive (or not), and competent (or not) as well as describing the ways the researcher sought to position herself.