Children's Temperament Moderates the Long-Term Effects of Pedagogical Practices in ECEC on Children's Externalising Problems

Autor/inn/en	Wilhelmsen, Tiril; Lekhal, Ratib; Alexandersen, Nina; Brandlistuen, Ragnhild E.; Wang, Mari V.
Titel	Children's Temperament Moderates the Long-Term Effects of Pedagogical Practices in ECEC on Children's Externalising Problems
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 2, S.206-223 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilhelmsen, Tiril)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1895273
Schlagwörter	Young Children; Personality; Early Childhood Education; Child Care; Behavior Problems; Emotional Response; Play; Scaffolding (Teaching Technique); Mental Health; At Risk Persons; Social Development; Individual Differences; Longitudinal Studies; Gender Differences; Correlation; Check Lists; Foreign Countries; Norway; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Frühe Kindheit; Personalität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Emotionales Verhalten; Spiel; Psychohygiene; Risikogruppe; Soziale Entwicklung; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Korrelation; Checkliste; Ausland; Norwegen
Abstract	In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children's externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children's differences in emotional temperament. We used structural equation modelling to analyse data from 7421 children from the Norwegian Mother, Father and Child Cohort Study. Results indicated that more free play associated with less externalising problems in ECEC for children in general. For children with higher emotionality, more free play related to increased externalising problems in school. Scaffolding in ECEC was not associated with externalising problems, but moderated the longitudinal association of free play for children with higher emotionality. All children benefited from free play in ECEC for their concurrent mental health. However, for children with higher emotionality, more free play in ECEC might be a risk factor for reduced mental health in school, where there is less free play than in ECEC. More scaffolding in combination with free play in ECEC can reduce this risk. Further research should address the content of play and scaffolding practices in more detail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01