The impact of parents, child care providers, teachers, and peers on early externalizing trajectories

Abstract

This study utilized growth mixture modeling to examine the impact of parents, child care providers, teachers, and peers on the prediction of distinct developmental patterns of classroom externalizing behavior in elementary school. Among 241 children, three groups were identified. 84.6% of children exhibited consistently low externalizing behavior. The externalizing behavior of the Chronic High group (5.8%) remained elevated throughout elementary school; it increased over time in the Low Increasing group (9.5%). Negative relationships with teachers and peers in the kindergarten classroom increased the odds of having chronically high externalizing behavior. Teacher-child conflict increased the likelihood of a developmental pattern of escalating externalizing behavior. Boys were overrepresented in the behaviorally risky groups, and no sex differences in trajectory types were found. Keywords externalizing trajectories; classroom behavior; mixture modeling; teacher-child relationship; peer relationships; parent-child relationship Childhood externalizing behaviors are associated with a myriad of long-term indicators of maladjustment such as delinquency, substance abuse, and school dropout (Broidy et al., 2003;Moffitt, Caspi, Harrington, & Milne, 2002). In the classroom, these behaviors take up considerable amounts of teacher time and resources and disrupt educational routines for the entire classroom. Although such behavior is usually stable once developed, not all children who express early emerging externalizing behavior manifest behavioral continuity (Campbell, Shaw, & Gilliom, 2000;Keenan, Shaw, Delliquadri, Giovannelli, & Walsh, 1998) and some older youth with externalizing behavior problems had little to no such behaviors as young children Moffitt et al., 2002). Understanding which child and relationship factors contribute to sustained externalizing trajectories and which play a role in trajectories that desist or escalate over time will help guide efforts to Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public AccessAuthor Manuscript J Sch Psychol. Author manuscript; available in PMC 2011 December 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript prevent, and intervene with, such behaviors. In this vein, the aim of the study was to identify whether relationships (a) with parents and child care providers in preschool and (b) with teachers and peers in kindergarten contributed to the prediction of distinct developmental patterns of classroom externalizing behavior from kindergarten through fifth grade. Relationship Risk and Protect...

Trajetórias de habilidades sociais e problemas de comportamento no ensino fundamental: influência da educação infantil

“…Elas são consistentes com achados de estudos prévios, em que professores atribuíram mais HS e menos comportamentos externalizantes às meninas (Bandeira et al, 2006;Miner & Clarke-Stewart, 2008;Morgan et al, 2009;Sallquist et al, 2009;Silver et al, 2010). As HS mais desenvolvidas das meninas podem, no meio escolar, favorecer as relações entre pares e estimular a função de suporte social do grupo de pares em situação de estresse (Blandon et al, 2010).…”

“…R. Reynolds et al, 2010). Assim como nas HS, diferenças de gênero e origem social têm sido relatadas, principalmente para os comportamentos externalizantes, com maior risco para meninos (Miner & Clarke-Stewart, 2008;Morgan, Farkas, & Wu, 2009;Silver, Measelle, Armstrong, & Essex, 2010) e crianças de menor NSE (Bohlin & Hagekull, 2009;Dearing, McCartney, & Taylor, 2006).…”

“…Difi culdades adaptativas precoces, expressas em altos níveis de comportamentos externalizantes ou mesmo internalizantes na escola, predizem trajetórias desfavorá-veis (Morgan et al, 2009;Silver et al, 2010). Assim, há interesse em investigar o desenvolvimento psicossocial nos anos escolares, com base no repertório com que a criança ingressa no EF.…”

“…Pesquisas com enfoque ecológico enfatizam preditores relacionais detectados já no contexto da EI. Por exemplo, há indícios de que aceitação ou rejeição pelos colegas, laços de amizade e exposição a estressores relacionais no jardim de infância podem ter efeitos persistentes na adaptação posterior (Silver et al, 2010).…”

"Eu posso resolver problemas" e oficinas de linguagem: intervenções para queixa escolar

“…Eles tendem a diminuir ao longo do ensino fundamental (Miner & Clarke-Stewart, 2008), à medida que as crianças desenvolvem estratégias mais eficazes de auto-regulação (Skinner & Zimmer-Gembeck, 2007). No entanto, algumas crianças mostram um padrão persistente de tais problemas (Morgan, Farkas, & Wu, 2009), o que constitui risco ao desenvolvimento; altos níveis de problemas de comportamento no contexto escolar têm sido associados a trajetórias desfavoráveis (Morgan et al, 2009;Silver, Measelle, Armstrong, & Essex, 2010).…”