Can Early Childhood Education Be Compensatory? Examining the Benefits of Child Care among Children Who Experience Neglect

Autor/in	Sattler, Kierra M. P.
Titel	Can Early Childhood Education Be Compensatory? Examining the Benefits of Child Care among Children Who Experience Neglect
Quelle	In: Early Education and Development, 34 (2023) 6, S.1398-1413 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sattler, Kierra M. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2139547
Schlagwörter	Early Childhood Education; Educational Benefits; Well Being; Social Emotional Learning; Comparative Analysis; Evidence; Child Welfare; Child Neglect; Child Care; Interpersonal Competence; Behavior Problems; Cognitive Development; Caregiver Attitudes; Child Development; Measures (Individuals); Child Behavior; Check Lists; Child Abuse; At Risk Persons; Behavior Rating Scales; Adjustment (to Environment); Preschool Children; Battelle Developmental Inventory; Social Skills Rating System; Child Behavior Checklist; Preschool Language Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsertrag; Well-being; Wellness; Wohlbefinden; Evidenz; Kindeswohl; Kindesvernachlässigung; Kinderfürsorge; Kinderbetreuung; Interpersonale Kompetenz; Kognitive Entwicklung; Kindesentwicklung; Messdaten; Checkliste; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Risikogruppe; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Research Findings: Children that experience neglect are at risk for maladaptive outcomes. One potential resource for these children is early childhood education (ECE), but there is currently limited evidence which is compounded by data limitations. This study used data from the National Study of Child and Adolescent Well-being II (N = 1,385) to compare children's cognitive and social-emotional outcomes among children involved in child protective services that experienced either no care, informal care, or formal care, as well as moderation by type of neglect. Results suggest that ECE was related to increased cognitive and social skills and decreased behavior problems, depending on whether the child attended informal or formal care, with some associations being stronger for children that experienced neglect. Practice or Policy: These findings documenting the benefits of ECE have important implications for practitioners and policymakers in the intersection of ECE and child protective services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01