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Preschool‐Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization
Author(s) -
Skalická Věra,
Belsky Jay,
Stenseng Frode,
Wichstrøm Lars
Publication year - 2015
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12350
Subject(s) - closeness , norwegian , moderation , psychology , developmental psychology , child care , affect (linguistics) , early childhood education , day care , child development , preschool education , prosocial behavior , social psychology , medicine , mathematical analysis , philosophy , linguistics , mathematics , communication , archaeology , pediatrics , history
The hypothesis was tested that the new open‐group Norwegian day‐care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher–child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4‐year‐olds from 153 centers who were followed up in first grade. Results of this natural quasi‐experiment revealed that children from open‐group centers (a) experienced less teacher–child closeness in preschool and (b) more teacher–child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher–child conflict, but only for children from open‐group centers. Results highlight the importance of spatial and social organization of day care and their translational implications.