Peer and Family Adversity, Neuroendocrine Regulation, and School Readiness across the Transition to Kindergarten - This is a multi-method, longitudinal study of the role of early adversity in the
development of school readiness, which has clear theoretical, educational, clinical, and
policy implications. We propose to assess the unique and interactive effects of family
adversity (e.g., harsh and inconsistent parenting, low income) and peer adversity (i.e.,
peer victimization, peer rejection, and friendlessness), on the development of multiple
indicators of school readiness (academic functioning, executive functioning, and social
behavioral skills) that are critical for a successful transition to school. Further, we will
examine whether early family and peer adversity “get under the skin” by altering stress
system functioning, as measured by the hormone cortisol, and whether stress
dysregulation in turn impairs school readiness. We will test the legacy of early
experiences on kindergarten school readiness, beyond the role of ongoing adversity.
Data will be collected from 400 children diverse in SES and race/ethnicity across the
transition from preschool to kindergarten. We will use multiple methods (direct academic
assessments, cortisol, caregiver and teacher reports) to assess early predictors of
school readiness across this significant school transition. The current proposal will use
advanced techniques including hair analysis for cortisol to obtain an index of chronic
stress exposure. Investigating the unique and interactive effects of both family and peer
adversity provides a critical next step in research on the biological embedding of early
adversity and its consequences for the transition to school, as few studies have
examined the role of both family and peer processes in dysregulated stress system
function or school readiness. Understanding these pathways to school readiness is
critical to informing content and timing of preventive interventions. The proposed project
will provide a rich dataset with opportunities for additional exploratory analyses related to
directionality of associations and gender moderation. The proposed project is well
positioned to advance a major initiative of the Eunice Kennedy Shriver National Institute
of Child Health and Human Development (Child Development and Behavior Branch):
Advancing research on the psychological, psychobiological, language, behavioral, and
educational development of children.
