Record Details
Living in Non-Parental Care Moderates Effects of Prekindergarten Experiences on Externalizing Behavior Problems in School
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Living in Non-Parental Care Moderates Effects of Prekindergarten Experiences on Externalizing Behavior Problems in School |
| Names |
Lipscomb, Shannon T.
(creator) Schmitt, Sara A. (creator) Pratt, Megan (creator) Acock, Alan C. (creator) Pears, Katherine C. (creator) |
| Date Issued | 2014-05 (iso8601) |
| Note | This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Elsevier and can be found at: http://www.sciencedirect.com/science/journal/01907409. |
| 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. |
| Genre | Article |
| Topic | prekindergarten |
| Identifier | 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 |
