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Longitudinal relations among child care stability during the prekindergarten year and behavior problems

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  • Schmitt, Sara A.
  • Mihalec-Adkins, Brittany
  • Lipscomb, Shannon T.
  • Pratt, Megan E.
  • Horvath, Gregor

Abstract

The goal of the present study was to examine associations among parent perceptions of child care stability during the prekindergarten year and behavioral outcomes (i.e., externalizing and internalizing problems) that same year and during the early elementary grades in a sample of children from low-income households. A second aim was to explore the extent to which the relation between parent perceptions of child care stability in prekindergarten and externalizing and internalizing behaviors in the early elementary years is mediated by prekindergarten behavior problems. Data were obtained from the Head Start Impact Study. The sample included 4442 children (50% male) who were eligible for Head Start. At the start of prekindergarten, children were on average a little over 4-years-old (M = 4.16 years, SD = 0.43). The sample was ethnically/racially diverse and had a range of maternal education levels. Data were collected at baseline (fall of 2002) and in the spring of prekindergarten, kindergarten and 1st grade. When controlling for a set of demographic, family, and child covariates, results indicated that prekindergarten parent perceptions of child care stability was directly associated with externalizing and internalizing problems that same year and was also directly associated with 1st grade internalizing problems. In addition, stability had small indirect relations with internalizing behaviors in kindergarten and 1st grade, mediated through these same skills in prekindergarten. Implications of study findings and directions for future research are discussed.

Suggested Citation

  • Schmitt, Sara A. & Mihalec-Adkins, Brittany & Lipscomb, Shannon T. & Pratt, Megan E. & Horvath, Gregor, 2022. "Longitudinal relations among child care stability during the prekindergarten year and behavior problems," Children and Youth Services Review, Elsevier, vol. 138(C).
    • Handle: RePEc:eee:cysrev:v:138:y:2022:i:c:s019074092200158x
    DOI: 10.1016/j.childyouth.2022.106522
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    References listed on IDEAS

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    1. Speirs, Katherine E. & Vesely, Colleen K. & Roy, Kevin, 2015. "Is stability always a good thing? Low-income mothers' experiences with child care transitions," Children and Youth Services Review, Elsevier, vol. 53(C), pages 147-156.
    2. Lipscomb, Shannon T. & Goka-Dubose, Emiko & Hur, Rachel Eun Hye & Henry, Adrienne, 2019. "Adverse childhood experiences, and instability in Children's care and Parents' work," Children and Youth Services Review, Elsevier, vol. 102(C), pages 243-250.
    3. Tran, Henry & Winsler, Adam, 2011. "Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2241-2252.
    4. Lowe, Edward D. & Weisner, Thomas S., 2004. "`You have to push it--who's gonna raise your kids?': situating child care and child care subsidy use in the daily routines of lower income families," Children and Youth Services Review, Elsevier, vol. 26(2), pages 143-171, February.
    5. Kremer, Kristen P. & Flower, Andrea & Huang, Jin & Vaughn, Michael G., 2016. "Behavior problems and children's academic achievement: A test of growth-curve models with gender and racial differences," Children and Youth Services Review, Elsevier, vol. 67(C), pages 95-104.
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