Holly Elisabeth Brophy-Herb, Ph.D. - US grants

The research goal of this project is to evaluate whether an early childhood science education program, Head Start on Science, implemented in low-income preschool settings (Head Start) produces measurable impacts for children, teachers, and parents. The study is being conducted in eight Head Start programs in Michigan, involving 72 classrooms, 144 teachers, 576 students, and their parents. Partners include Michigan State University, Grand Valley State University, and the 8 Head Start programs. Southwest Counseling Solutions is the external evaluator.

The study is determining the efficacy of the Head Start on Science curriculum in two models, one in which 72 teachers participate in professional development activities (the intervention), and another in which 72 teachers receive the curriculum and teachers' guide but no professional development (the control). The teacher study is a multi-site cluster randomized trial (MSCRT) with the classroom being the unit of randomization. Four time points over two years permit analysis through multilevel latent growth curve models. For teachers, measurement instruments include Attitudes Toward Science (ATS survey), the Head Start on Science Observation Protocol, the Preschool Classroom Science Materials/Equipment Checklist, the Preschool Science Classroom Activities Checklist, and the Classroom Assessment Scoring System (CLASS). For students, measures include the "mouse house problem," Knowledge of Biological Properties, the physics of falling objects, the Peabody Picture Vocabulary Test-Fourth Edition, the Expressive Vocabulary Test-2, the Test of Early Mathematics Ability-3, Social Skills Improvement System-Rating Scales, and the Emotion Regulation Checklist. Measures for parents include the Attitudes Toward Science survey, and the Community and Home Activities Related to Science and Technology for Preschool Children (CHARTS/PS). There are Spanish versions of many of these instruments which can be used as needed. The external evaluation is monitoring the project progress toward its objectives and the processes of the research study.

This project meets a critical need for early childhood science education. Research has shown that very young children can achieve significant learning in science. The curriculum Head Start on Science has been carefully designed for 3-5 year old children and is one of only a few science programs for this audience with a national reach. This study intends to provide a sound basis for early childhood science education by demonstrating the efficacy of this important curriculum in the context of a professional development model for teachers.

Abstract Teaching is a highly stressful profession and toddler teachers report substantially higher stress levels than teachers of older children, resulting in teacher turnover rates 4 times higher than those of elementary staff and jeopardizing their abilities to foster children?s early development. Early Head Start (EHS) teachers, serving more than more than 160,000 at-risk infants and toddlers annually, may be at the greatest risk for stress. As many as 25% of Head Start staff have significant prior trauma exposure. In our pilot with EHS teachers, 31% reported 4 or more traumatic events. Prior exposure to trauma is robustly associated with greater vulnerability to mental health problems in adulthood, including stress. Hence, there is a great need to better understand teachers? stress, including coping and sources of stress that may account for variability in stress and associations between trauma exposure and stress. Existing research has only examined stress for short periods of time or via general surveys, limiting understanding of teachers? real-time stress over the school year. We propose to use an innovative ecological momentary assessment approach to examine stress (intensity of stress) and coping (mindfulness and social support) in 100 EHS toddler teachers using an existing sample. We are currently funded to implement and evaluate a 13-week professional development (PD) intervention (Hearts and Minds on Babies; HMB). Leveraging the HMB study, this R21 will describe the stress trajectory of toddler teachers by extending stress monitoring of teachers to include brief bi-weekly assessments over the school year. We will also examine coping and sources of stress that account for expected variability in stress. We will assess teachers? prior trauma exposure and its associations with baseline stress and stress trajectories. We also have a unique opportunity to examine differences in teacher stress by HMB intervention group assignment. Aims:(1) Describe the stress trajectory for toddler teachers and test sources of stress and coping as accounting for variability in stress; (2) Examine the effect of prior exposure to trauma on the initial stress level; (3) Identify differences in stress for toddler teachers by PD intervention condition. Approach: We will collect 2X weekly data over the school year (totaling 40 weeks Sept. to June; 80 measurement occasions) on coping and stress (via a smartphone app). Trauma exposure (Aim 2) and intervention group status (Aim 3) data will be provided from the HMB study. Scientific Premise: Chronic stress places heavy demands on teachers? abilities to cope, and jeopardizes their abilities to engage in high quality practices that support children?s development. In order to develop effective PD, there is a great need to better understand teachers? stress, including sources of stress and coping that may account for variability in stress, and the ways in which trauma exposure relates to stress. Impact: Results will elucidate real-time stress in toddler teachers, identify characteristics accounting for variability in stress, and show how PD intervention may impact stress. Findings will inform PD efforts for teachers serving our youngest and most vulnerable children.