From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities.

Deborah L Vandell,Yangyang Liu,Sandra D Simpkins

doi:10.1017/s0954579420001376

Deborah L Vandell, Yangyang Liu + Show 1 more

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https://doi.org/10.1017/s0954579420001376

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Abstract

Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development.

Highlights

In his research and policy work, Edward Zigler highlighted three broad propositions that served as motivation for the current study
Motivated by Edward Zigler’s proposition that children’s experiences in the first 12 years could serve as primary prevention for later problem behaviors and delinquency (Zigler et al, 1992, 1997), the current study considered two pathways by which children’s experiences during early and middle childhood are linked to problem behaviors in adolescence and adulthood
With respect to the first pathway, the activities pathway, we found that children who spent more hours in early care and education (ECE) and epochs in center-based ECE settings had more epochs of organized activities during middle childhood

Summary

Introduction

In his research and policy work, Edward Zigler highlighted three broad propositions that served as motivation for the current study. Drawing on broader developmental theory, he argued that programs serving children (birth through 12 years) should adopt a comprehensive approach that focuses on “the whole child,” including children’s social, academic, and physical well-being (Zigler & Finn-Stevenson, 2007). Drawing on Zigler’s three propositions and other research reviewed below, the current study examines ECE during children’s first five years and children’s after-school organized activities during middle childhood as they relate to problem behaviors in late adolescence and early adulthood. Because the dataset includes extensive information about ECE and later participation in organized activities, we were able to assess children’s experiences during the first 12 years in relation to later problem behaviors as reported by teachers during early and middle childhood and self-reported by the study participants in late adolescence and early adulthood. Development and Psychopathology 33, 658–669. https://doi.org/10.1017/ S0954579420001376

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