Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school

Lipscomb, Shannon T.; Schmitt, Sara A.; Pratt, Megan E.; Acock, Alan C.; Pears, Katherine C.

doi:10.1016/j.childyouth.2014.02.006

Cited by 20 publications

(10 citation statements)

References 67 publications

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“…[3][4][5][6] Quality early child care and early education programs, such as Head Start and prekindergarten programs, can partially mitigate the effects of maltreatment on school readiness and child development. [118][119][120][121] For children younger than 3 years, referral to a federally funded early intervention program may be warranted. For children older than 3 years, Individualized Education Program and 504 plans under the Individual with Disabilities Act can be mechanisms to obtain services and resources to help meet the special needs of children in foster care or those who have been adopted.…”

Section: Educational Challengesmentioning

confidence: 99%

Pediatrician Guidance in Supporting Families of Children Who Are Adopted, Fostered, or in Kinship Care

2020

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The child welfare system strives to provide children and adolescents in foster care with a safe, nurturing environment through kinship and nonkinship foster care placement with the goal of either reunification with birth parents or adoption. Pediatricians can support families who care for children and adolescents who are fostered and adopted while attending to children' s medical needs and helping each child attain their developmental potential. Although this report primarily focuses on children in the US child welfare system, private and internationally adopted children often have similar needs. THE FACES OF CHILD WELFARE IN THE UNITED STATES The child welfare system strives to protect the safety of children while supporting families whose children are placed in foster care. In this document, the term "child" includes infants, children, adolescents, and young adults. The child welfare system also serves as a bridge to the primary goal of permanency through reunification or adoption. On September 30, 2018, the Adoption and Foster Care Analysis and Reporting System reported that 437 283 children and adolescents were in foster care. 1 Of these children, 262 956 entered foster care during the fiscal year of 2018, with 250 103 exiting foster care. The number of children served in the foster care system during 2018 was 687 345. There were 125 422 children waiting to be adopted, with 71 254 having parental rights terminated and 63 123 subsequently being adopted from care. Primary reasons for entering foster care include neglect (62%), parental substance use (36%), poor coping skills of the caregiver (14%), physical abuse (13%), and inadequate housing (10%). Other reasons that account for less than 10% in each category include child behavior problems, parental incarceration, parental alcoholism, abandonment, sexual abuse, child disability, relinquishment, parental death, and child alcohol and other substance use. 1 A growing number of children, estimated to be 5% to 10%

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Section: Educational Challengesmentioning

confidence: 99%

Pediatrician Guidance in Supporting Families of Children Who Are Adopted, Fostered, or in Kinship Care

2020

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“…Given the plethora of evidence that supports quality child care as significant in promoting the socioemotional wellbeing of infants and toddlers in the general population (Burchinal, Howes, Pianta, Bryant, Early, Clifford, et al, 2008;Love, Harrison, Sagi-Schwartz, van IJzendoorn, Ross, Ungerer, et al, 2003;Love, Kisker, Ross, Constantine, Boller, Chazan-Cohen, et al, 2005;Peisner-Feinberg, Burchinal, Clifford, Culkin, Howes, Kagan, et al, 2001; Phillips temperamental risk Votruba-Drzal, Coley, Maldonado-Carreño, Li-Grining, & Chase-Landsdale, 2010;Watamura, Phillips, Morrissey, McCartney, & Bub, 2011), it stands to reason that quality child care is positioned to serve as a developmental asset for maltreated children. Recent research has started to examine this potential link (e.g., Dinehart, Manfra, Katz, & Hartman, 2012;Kovan, Mishra, Susman-Stillman, Piescher, & Laliberte, 2014;Lipscomb, Pratt, Schmitt, Pears, & Kim, 2013;Lipscomb, Schmitt, Pratt, Acock, & Pears, 2014;Meloy & Phillips, 2012b), primarily focusing on preschool-age children. Given the unique emotion regulatory needs of infants and toddlers, and the exacerbated effects of maltreatment for this age group, it is important to examine the role child care may play in the emotional development of the youngest victimized children.…”

Section: Toddlersmentioning

confidence: 99%

“…Given the unique emotion regulatory needs of infants and toddlers, and the exacerbated effects of maltreatment for this age group, it is important to examine the role child care may play in the emotional development of the youngest victimized children. Within this, it is critical to examine teacher caregiving quality as the mechanism that facilitates emotional development in child care (for a full review see Mortensen & Barnett, 2015), as well as how the caregiving needs of maltreated infants and toddlers may differ from the general population (e.g., Lipscomb et al, 2014).…”

Section: Toddlersmentioning

confidence: 99%

“…For example, for children living in non-parental and foster care arrangements, Head Start and other school readiness interventions have been shown effective at improving teacherchild relationships, reducing behavior problems, and improving emotion regulation strategies that help children work effectively in the classroom (Lipscomb et al, 2013;Pears, Fisher, Kim, Bruce, Healey, & Yoerger, 2013). Close teacher-child relationships may also be especially significant in reducing externalizing problems for these children, as compared to their lowincome, non-maltreated peers (Lipscomb et al, 2014).…”

Section: Emerging Evidence With Victimized Preschoolersmentioning

confidence: 99%

“…Lack of information for teachers regarding the specific developmental needs of maltreated infants and toddlers may mistakenly lead to inappropriate responses to emotion dysregulation; however, a larger challenge that must first be addressed is determining the exact nature of developmentally appropriate practices for victimized infants and toddlers, and how these practices may differ from traditional early education best practices. As reviewed by Dinehart, Katz and colleagues (2012), a variety of early education curricula include young children's socioemotional health as a major program component (e.g., Incredible Years, PATHS); however, emerging evidence suggests that traditional developmentally appropriate practices for preschool children (as measured by widely-used indicators of process quality such as the ECERS and CIS) may not provide the direct, targeted support maltreated children need to support their regulatory development (e.g., Lipscomb et al, 2014). As research moves forward in this area, there is a great need to understand how these processes are unique to teacher-child interactions in infant/toddler child care, given the specific regulatory needs of young children, and how teachers can adapt their caregiving practices to best serve these children.…”

Section: Early Childhood Teacher Trainingmentioning

confidence: 99%

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The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers

Mortensen

Barnett

2016

Children and Youth Services Review

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Infants and toddlers who experience physical abuse and/or neglect are at a severe risk for disruptions to emotion regulation. Recent prevention and treatment efforts have highlighted center-based child care as an important setting for providing support to the needs of these children, as child care centers are already an existing point of entry for reaching high-risk families. Guided by ecological theory, this review draws on the maltreatment and child care literatures to consider the opportunity for child care centers, specifically teacher-child interactions within the classroom, to support the unique regulatory needs of maltreated infants and toddlers. Existing research on the effects of child care for children facing other types of risk, as well as research with maltreated preschool children, provides a foundation for considering the role child care may play for infants and toddlers, whose emotion regulation skills are just emerging. More research is needed regarding teachers' roles in facilitating effective emotional experiences in the classroom that meet the unique needs of maltreated children. Additionally, early childhood teacher training that focuses on infant/toddler mental health and a traumainformed perspective of care, as well as structuring child care centers as communities of support for high risk families, all may aid child care centers in better serving this vulnerable population.

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Is Quality Good Enough for Out-of-Home Care Children? Early Childhood Education and Care Experiences of Australian Children in Out-of-Home Care at Age 3 to 5 Years

Wise

2019

Education in Out-of-Home Care

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Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school

Cited by 20 publications

References 67 publications

Pediatrician Guidance in Supporting Families of Children Who Are Adopted, Fostered, or in Kinship Care

Pediatrician Guidance in Supporting Families of Children Who Are Adopted, Fostered, or in Kinship Care

The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers

Is Quality Good Enough for Out-of-Home Care Children? Early Childhood Education and Care Experiences of Australian Children in Out-of-Home Care at Age 3 to 5 Years

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