Context Matters for Preschool Discipline: Effects of Distance Learning and Pandemic Fears

Autor/inn/en	Bookser, Brita A.; Ruiz, Michael; Olu-Odumosu, Ayomide; Kim, Moonhawk; Jarvis, Shoshana N.; Okonofua, Jason A.
Titel	Context Matters for Preschool Discipline: Effects of Distance Learning and Pandemic Fears
Quelle	In: School Psychology, 36 (2021) 5, S.325-334 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bookser, Brita A.) ORCID (Ruiz, Michael) ORCID (Olu-Odumosu, Ayomide) ORCID (Kim, Moonhawk) ORCID (Jarvis, Shoshana N.) ORCID (Okonofua, Jason A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Discipline; Preschool Education; Suspension; Expulsion; Vignettes; Conventional Instruction; Context Effect; Teacher Attitudes; Fear; Psychological Patterns; Racial Bias; Ethnic Stereotypes; African American Students; Males; Preschool Teachers; Student Behavior + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Disziplin; Pre-school education; Vorschulerziehung; Ausschluss; Schulausschluss; Relegation; Lehrerverhalten; Furcht; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Student behaviour; Schülerverhalten
Abstract	The COVID-19 pandemic transformed the context and delivery of early childhood education, yet little is known about its impact on exclusionary discipline (e.g., suspension, expulsion), which nationally representative evidence has shown disproportionately impacts Black boys. Using one experiment, we test how preschool providers respond to three hypothetical vignettes about a Black boy's behaviors. Participants (N = 60) were randomly assigned to read vignettes set in either distance learning or in-person classroom contexts. Then, participants completed measures about discipline and COVID-19. Results indicated there was an interaction between context and the sequence of vignettes on providers' troubled feelings and endorsements of discipline. Providers showed heightened troubled feelings and endorsements of discipline severity in the distance learning context, as compared to an in-person context, as vignettes progressed. Additionally, the more providers feared COVID-19, the more they felt troubled over the course of the vignettes across conditions. Practitioners can use this research to inform consultative interventions that mitigate discipline by directly addressing providers' pandemic fears and classroom contexts. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01