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<p class="MsoNormal">Call for special issue abstracts that might be of interest. (note that Frontiers is open access and requires a publication fee to publish).<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><b><span style="font-size:12.0pt;color:black">From: </span></b><span style="font-size:12.0pt;color:black">"Miller, Brett (NIH/NICHD) [E]" <millerbre@mail.nih.gov><br>
<b>Date: </b>Friday, November 5, 2021 at 9:07 AM<br>
<b>To: </b>"Miller, Brett (NIH/NICHD) [E]" <millerbre@mail.nih.gov><br>
<b>Subject: </b>Call for papers! Building Foundations: How Neighborhood Social and Built Environment Factors Impact Children’s Learning<o:p></o:p></span></p>
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<p class="MsoNormal">Hello everyone,<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">We are sending a quick note to make you aware of a new special issue opportunity in Frontiers. Please share this info with colleagues or consider contributing an abstract for consideration yourself! Thanks and have a great weekend:<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">------------------------------------------------------------------------------<o:p></o:p></p>
<p class="MsoNormal"><img width="524" height="198" style="width:5.4583in;height:2.0625in" id="Picture_x0020_6" src="cid:image001.png@01D7D227.2E79F120"><o:p></o:p></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif">Special Issue, Cross-listed in Frontiers in Education (Educational Psychology) and Frontiers in Psychology (Environmental Psychology, Educational Psychology)
<b> </b></span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif">Special Issue Title:</span></b><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:8.0pt;text-align:center;line-height:105%">
<span style="font-family:"Arial",sans-serif">Building Foundations: How Neighborhood Social and Built Environment Factors Impact Children’s Learning</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif">Guest Editors: </span></b><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif">Parisa Parsafar, Ph.D. (<i>Eunice Kennedy Shriver</i> National Institute of Child Health and Human Development;
<a href="mailto:parisa.parsafar@nih.gov">parisa.parsafar@nih.gov</a>)</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif">Brett Miller, Ph.D. (<i>Eunice Kennedy Shriver</i> National Institute of Child Health and Human Development;
<a href="mailto:brett.miller@nih.gov">brett.miller@nih.gov</a>)</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif">Overall aims of the Special Issue:</span></b><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif;color:#555555">The structured environments in which children live influence their future trajectories in intricate ways. Neighborhoods and zip codes
can predict children’s likelihood of later success and are linked to outcomes as broad as problem behaviors, risk for incarceration, and earning potential. The focus for this special issue will be on characterizing how the built and social environments relate
to and impact processes that underlie learning and academic achievement – factors that moderate and mediate the association between the built and social environments and learning outcomes. The intent is to motivate a focus beyond the individual and family
or dyadic relationships to understand how the broader structural and systemic features of a child’s environment shape the way they learn. The goal of this work would be to examine potentially malleable environmental features that can be targeted through programs
and policies to benefit children’s learning and achievement outcomes, with an emphasis on populations of underserved children in low-resource environments.</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif;color:#555555">Deadlines:</span></b><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif;color:#555555">Abstracts are due December 30, 2021</span></b><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif;color:#555555">Manuscripts are due April 30, 2022</span></b><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif;color:#555555">The Guest Editors will review the abstracts for fit with the Special Issue focus and will work to provide a cohesive set of papers that
will inform our understanding of the role that built and social environments play in children’s learning.
</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif;color:#555555">Link to submit:</span></b><span style="font-family:"Arial",sans-serif;color:#555555">
</span><a href="https://urldefense.com/v3/__https:/www.frontiersin.org/research-topics/26007/building-foundations-how-neighborhood-social-and-built-environment-factors-impact-childrens-learning__;!!C5qS4YX3!XVKIrIdrP0xEhLsuaNwOUe03D_wqXU2nDzXHcWDn_3PPVCYVJ4aXdGs_xkQR6Ss$"><span style="font-family:"Arial",sans-serif">https://www.frontiersin.org/research-topics/26007/building-foundations-how-neighborhood-social-and-built-environment-factors-impact-childrens-learning</span></a><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><b><span style="font-family:"Arial",sans-serif;color:#555555">Overview</span></b><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif;color:#555555">This proposed thematic issue encourages manuscripts investigating specific feature(s) of the built or social environment and how they
jointly or independently relate to individual differences in cognitive or social and emotional processes that are known to underlie learning and achievement. These processes can include attention, memory, elaboration, executive functioning processes, underlying
brain architecture and the neurological underpinnings of learning, social and emotional processes that are directly linked to learning outcomes, and engagement and motivation. The goal of this work would be to examine potentially malleable environmental features
that can be targeted through programs and policies to benefit children’s learning and achievement outcomes, with an emphasis on populations of underserved children in low-resource environments.</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif;color:#555555">The built environment comprises the human-constructed, physical attributes of the spaces in which people live and work (e.g., infrastructure,
building and structural features, walkability and recreation, availability of health promoting resources, proximity to liquor stores, fast food restaurants, strip malls). Complementary to the built environment is the social environment, which includes the
socioeconomic composition of the resident population and social aspects of neighborhoods (crime, noise, community support, collective efficacy, social cohesion and collaboration for community benefit), social capital (i.e., collective value gained from social
networks), and disorder (e.g., presence of trash, graffiti, disorderly groups and/or activity). Understanding how the broader environments in which children live play a role in shaping the way they learn is a needed step to understanding the underlying mechanisms
that link environment to developmental outcomes.</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:12.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif;color:#555555"><br>
The built environment may include but are not limited to:<br>
• Neighborhood noise, crowding, pollution, and density<br>
• Transportation, walkability, green spaces (also car free zones)<br>
• Building infrastructure and structural features (also disrepair, dilapidation)<br>
• Utility infrastructure and delivery (e.g., lighting, water, sewage)<br>
• Physical design of spaces in which children live and grow<br>
• Proximity to disadvantageous features (e.g., liquor stores, strip malls, freeways, factories, garbage or waste facilities)<br>
• Disrepair</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:8.0pt;line-height:105%"><span style="font-family:"Arial",sans-serif;color:#555555">The neighborhood social environment may include but is not limited to:<br>
• Social cohesion<br>
• Crime and violence<br>
• Social capital<br>
• Disorderliness and disrepair (graffiti vandalism, trash)<br>
• Community-based programming<br>
• Collective efficacy<br>
• Structural discrimination (residential, housing, criminal justice policies, structural ableism)</span><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b><span style="font-size:10.0pt;color:#5B9BD5">Brett Miller, PhD (he/him/his)<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:9.0pt">Deputy Branch Chief<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt">Child Development and Behavior Branch<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:9.0pt;color:#5B9BD5">Phone</span></b><span style="font-size:9.0pt"> 301-496-9849
<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:9.0pt;color:#5B9BD5">Web</span></b><span style="font-size:9.0pt">
<a href="https://urldefense.com/v3/__https:/www.nichd.nih.gov/about/org/der/branches/cdbb/programs__;!!C5qS4YX3!XVKIrIdrP0xEhLsuaNwOUe03D_wqXU2nDzXHcWDn_3PPVCYVJ4aXdGs_1ecTFvs$">
https://www.nichd.nih.gov/about/org/der/branches/cdbb/programs</a> <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:12.0pt"><b><span style="font-size:9.0pt;color:#5B9BD5">Email</span></b><span style="font-size:9.0pt">
<a href="mailto:brett.miller@nih.gov">brett.miller@nih.gov</a> <o:p></o:p></span></p>
<p class="MsoNormal"><a href="https://urldefense.com/v3/__https:/www.nichd.nih.gov/about/org/strive__;!!C5qS4YX3!XVKIrIdrP0xEhLsuaNwOUe03D_wqXU2nDzXHcWDn_3PPVCYVJ4aXdGs_v5IaAiI$"><span style="color:windowtext;text-decoration:none"><img border="0" width="322" height="54" style="width:3.3541in;height:.5625in" id="Picture_x0020_1" src="cid:image002.png@01D7D227.2E79F120"></span></a><o:p></o:p></p>
<p class="MsoNormal">Submit ideas and feedback via the NICHD STRIVE <b>IdeaScale Campaign</b>:
<a href="bit.ly/STRIVE4ChangeNICHD">bit.ly/STRIVE4ChangeNICHD</a><o:p></o:p></p>
<p class="MsoNormal"><span style="font-size:9.0pt"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:4.0pt"><o:p> </o:p></span></p>
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