The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study

The aim of the study is to investigate the moderating effects of closeness between kindergarten teachers and children in terms of how ready the children are for school, and to examine this in connection with the children’s later academic and social adaptation in school.

The results show that early externalizing problems at age three were linked to lower levels of school readiness at age five, but this connection was weaker among children with closer adult-child relationships With regard to intervention efforts, the study highlights the potentially important role kindergarten teachers play in the long-term social and academic adaptation of children with early externalizing problems.

The data material was collected from more than 7000 children from the Norwegian Mother, Father and Child Cohort Study (MoBa). Data were collected via questionnaires answered by mothers, kindergarten teachers and school teachers. External problems at age three were measured using the CBCL externalizing scale, while adult-child closeness and school readiness were assessed at age five. Social and academic adaptation was measured at age eight through teacher assessments.

Baardstu, S., Wang, M. V., & Brandlistuen, R. E. (2022). The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study. European early childhood education research journal, 30(4), 606–623.

Online year: 2021

Issue year: 2022

Review year: 2022