Title | Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school |
Publication Type | Journal Article |
Year of Publication | 2014 |
Authors | Lipscomb, ST, Schmitt, SA, Pratt, ME, Acock, A, Pears, KC |
Journal | Children and Youth Services Review |
Volume | 40 |
Pagination | 41 - 50 |
Date Published | 05/2014 |
Abstract | 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. |
DOI | 10.1016/j.childyouth.2014.02.006 |