Early Childcare and Family Experiences Predict Development of Prosocial Behaviour in First Grade

Autor/inn/en	Brownell, Celia A.; Drummond, Jesse
Titel	Early Childcare and Family Experiences Predict Development of Prosocial Behaviour in First Grade
Quelle	In: Early Child Development and Care, 190 (2020) 5, S.712-737 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brownell, Celia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1489382
Schlagwörter	Early Experience; Early Childhood Education; Predictor Variables; Prosocial Behavior; Grade 1; Elementary School Students; Young Children; Family Characteristics; Educational Quality; Child Caregivers; Mothers; Interpersonal Competence; Language Skills; Measures (Individuals); Social Development; Socialization; MacArthur Communicative Development Inventory; Social Skills Rating System + Suchen Sie Ihr Suchwort? Frühbeginn; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Quality of education; Bildungsqualität; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Mother; Mutter; Interpersonale Kompetenz; Language skill; Sprachkompetenz; Messdaten; Soziale Entwicklung; Socialisation; Sozialisation
Abstract	Using data from the NICHD Study of Early Child Care (n = 1364), we examined how experiences in early childcare (ECE) and in families from 6 to 54 months predicted the development of first-grade prosocial behaviour (PSB), a core component of social and emotional success. SEM analyses revealed several key pathways: (1) both ECE process quality and structural quality predicted later PSB, and the indirect path to PSB from ECE structural quality through process quality was significant; (2) indirect paths to PSB from family demographic factors (minority; income/education) through ECE process quality were also significant; (3) dynamic family processes predicted PSB directly, and indirect paths to PSB from family structure and demographics through family processes were significant; (4) ECE process quality predicted family dynamic qualities and the indirect path from ECE process quality to PSB through family dynamic processes was significant. Developmental and policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01