Preschool Behavioural and Emotional Outcomes Associated with Participation in Early Childhood Education and Care

Autor/inn/en	D'Souza, Stephanie; Stewart, Tom; Gerritsen, Sarah; Gibbons, Andrew; Duncan, Scott
Titel	Preschool Behavioural and Emotional Outcomes Associated with Participation in Early Childhood Education and Care
Quelle	In: Early Education and Development, 34 (2023) 1, S.228-242 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1995687
Schlagwörter	Preschool Children; Emotional Development; Early Childhood Education; Behavior Problems; Foreign Countries; Child Behavior; Questionnaires; Screening Tests; Well Being; Peer Relationship; New Zealand; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gefühlsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Fragebogen; Screening-Verfahren; Well-being; Wellness; Wohlbefinden; Peer-Beziehungen; Neuseeland
Abstract	Early childhood education and care (ECE) type (e.g., center-based care, home-based care, informal care) and quantity (i.e., time spent in ECE) have been linked to observed behavioral challenges in children. However, there is a dearth of research on this association in New Zealand. Using data from 6,536 children from the "Growing Up in New Zealand" longitudinal birth cohort, the current study investigated whether the type of ECE and weekly hours of attendance at 24 months of age was associated with behavioral outcomes at 54 months. Behavioral outcomes were measured using the Strengths and Difficulties Questionnaire. Research Findings: Compared to children who did not attend ECE, adjusted analyses showed that children in center-based care and children who spent 20 to <30 hours a week in ECE had a lower odds of mother-rated peer challenges at 54 months. Spending 20 to <30 hours a week in ECE was also protective against the development of later mother-rated emotional challenges. Practice or Policy: Future research should investigate whether structural and process quality contributes to the beneficial impact of ECE in New Zealand, particularly center-based care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01