Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems.
Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and disorders in later life phases, including depression, antisocial behavior, an...
| Published in: | Journal of Child & Family Studies Vol. 33; no. 2; pp. 487 - 504 |
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| Main Authors: | , , , , , |
| Format: | Article |
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Springer Nature
Feb2024
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=175719533&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 175719533 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Feb2024 vid: 33 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 175719533 10.1007/s10826-023-02655-4 ppf: 487 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 942KB tig: atl: Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems. aug: au: Zarra-Nezhad, Maryam Moazami-Goodarzi, Ali Muotka, Joona Hess, Markus Havu-Nuutinen, Sari Scheithauer, Herbert affil: https://ror.org/00cyydd11 School of Applied Education Science and Teacher Education, University of Eastern Finland, P.O. Box 111, FI-80101, Joensuu, Finland https://ror.org/05vghhr25 Department of Psychology and Speech-Language Pathology, University of Turku, Assistentinkatu 7, Publicum, FI-20014, Turku, Finland https://ror.org/05n3dz165 Department of Psychology, University of Jyväskylä, PO Box 35, FI-40014, Jyväskylä, Finland Department of Health, German University of Health and Sports, Ranklinstraße 28-29, 10587, Berlin, Germany https://ror.org/046ak2485 Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195, Berlin, Germany su: Evaluation of human services programs Behavior disorders in children Preventive health services Randomized controlled trials Early intervention (Education) Affective disorders Confidence intervals Questionnaires Descriptive statistics Research funding Statistical sampling Latent structure analysis Longitudinal method sug: subj: Evaluation of human services programs Behavior disorders in children Preventive health services Randomized controlled trials Early intervention (Education) Affective disorders Marketing Research and Public Opinion Polling Confidence intervals Questionnaires Descriptive statistics Research funding Statistical sampling Latent structure analysis Longitudinal method keyword: Behavior problems Early childhood Preventive intervention program Prosocial behaviors Social-emotional development Behavior problems Early childhood Preventive intervention program Prosocial behaviors Social-emotional development ab: Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and disorders in later life phases, including depression, antisocial behavior, and substance abuse. This study uses a longitudinal design to examine the differential impact of a preventive intervention and social-emotional learning program (Papilio-3to6) on children's social-emotional development. The program was evaluated using a 1-year-randomized controlled trial design with an intervention (IG) and control group (CG) that provided data at a pretest and post-test. Teachers rated 627 children's behaviors (M = 56.77 months at pretest) from 50 daycare center groups using the Strengths and Difficulties Questionnaire (SDQ). To investigate differential effectiveness, a latent profile analysis at the pretest identified three distinct subgroups of children with different patterns in SDQ subscales: 1) Internalizers with high internalizing problems, 2) Prosocials with high prosocial behaviors, and 3) Externalizers with high externalizing problems. Latent change score analysis showed significantly reduced externalizing problems and increased prosocial behaviors in the IG compared to the CG. Further, the children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. However, no effect was found regarding internalizing problems. Highlights: Taking a person-centered approach, a three-class model of SDQ subscales, including Internalizers, Prosocials, and Externalizers, was chosen as the best-fitting model. Children in the intervention group showed a greater reduction in externalizing problems and a greater increase in prosocial behaviors compared to the control group of children. The children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. No intervention effects were found regarding internalizing problems. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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