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Living in Non-Parental Care Moderates Effects of Prekindergarten Experiences on Externalizing Behavior Problems in School

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https://ir.library.oregonstate.edu/concern/articles/8g84mn90t

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  • The current study examines the effects of prekindergarten quality and quantity on externalizing behavior problems for children living in non-parental care, compared to other children from socioeconomically at-risk backgrounds. Data were obtained from the Head Start Impact Study. Non-parental care was defined as a primary caregiver other than a biological, adoptive, or step-parent. The sample included 3029 children who attended center-based prekindergarten. Teacher-child conflict and more hours of prekindergarten predicted increased externalizing behavior problems for the full sample. Teacher-child closeness and overall process quality were only associated with externalizing behavior for children in non-parental care. Findings are discussed within a goodness-of-fit perspective in which the vulnerabilities of children in non-parental care explain how they respond to their prekindergarten experiences.
  • Keywords: teacher-child relationships, early care and education quality, non-parental care, school readiness, externalizing behavior problems, prekindergarten
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  • Lipscomb, S. T., Schmitt, S. A., Pratt, M., Acock, A., & Pears, K. C. (2014). Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school. Children and Youth Services Review, 40, 41-50. doi:10.1016/j.childyouth.2014.02.006
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  • 40
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