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Context Matters for Preschool Discipline: Effects of Distance Learning and Pandemic Fears
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- Author(s): Bookser, Brita A. (ORCID
Bookser, Brita A. (ORCID 0000-0002-4881-3575 ); Ruiz, Michael (ORCIDRuiz, Michael (ORCID 0000-0001-6044-3020 ); Olu-Odumosu, Ayomide (ORCIDOlu-Odumosu, Ayomide (ORCID 0000-0002-9018-4813 ); Kim, Moonhawk (ORCIDKim, Moonhawk (ORCID 0000-0001-8376-3908 ); Jarvis, Shoshana N. (ORCIDJarvis, Shoshana N. (ORCID 0000-0001-6980-3555 ); Okonofua, Jason A. (ORCIDOkonofua, Jason A. (ORCID 0000-0001-5634-1101 )- Language:
English- Source:
School Psychology. Sep 2021 36(5):325-334.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: 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: [email protected]; Web site: http://www.apa.org
- Peer Reviewed: Y
- Source: 10
- Education Level: Early Childhood Education
Preschool Education - Subject Terms: 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
- Accession Number: 10.1037/spq0000452
- ISSN: 2578-4218
- 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.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1311249
- Availability:
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