Building the evidence base for the U.S.-born, school-age Latino population to improve personal and academic outcomes

This study will advance the knowledge base of the socioemotional characteristics and cognitive abilities that guide young Latino children's self-regulation. Latino children are the fastest-growing segment of the U.S. population, yet there is a paucity of research on their early-developmental processes (e.g., cognitive, socioemotional, and literacy skills). The growth of self-regulation (defined by a child's ability to gain control of bodily functions, manage emotions and maintain focus and attention) is a cornerstone of early-childhood development. By better understanding how these skills develop in Latino children, researchers and educators will be able to design and deliver the most-effective approaches to instruction and learning environments for this population. The expected outcomes include empirical insights into the connections among children's cognitive, socioemotional, and literacy development, as well as into the relationship of children's growth in cognitive and socioemotional skills with literacy ability. Specifically, results from this work will provide a baseline to inform expectations for this ongoing study and provide important knowledge to further support teachers in carrying out interventions in a high-minority, high-risk context serving large numbers of Latino children.

Grant Details

Amount Awarded $150,000.00

Awarded on: 6/13/2012

Time frame: 9/1/2012 - 8/31/2014

Grant Number: 70019


Harvard Graduate School of Education

Appian Way
Cambridge, 02138-3703


Nonie Lesaux
Project Director