Stability of Early Childhood Education Arrangements and Children's Social-Emotional and Behavioral Development

• In Event: Supporting Young Children's Learning and Development

Abstract

Instability experienced by children in their early childhood education and care (ECEC) may have negative impact on their social-emotional and behavioral development. This study examines the ECEC history for the first 30 month of life for 373 children and explores whether stability of ECEC arrangements is related to their behaviors as captured by the Strenghts and Difficulties Questionnaire. Five profiles of child care arrangements were identified: (1) Home Only, (2) Home-Center, (3) Home-Centre-Home, (4) In-and-Out, and (5) Home-Multiple Centers. Of the 5 profiles, children in the Home-Centre-Home profile had significantly higher likelihood of experiencing emotional problems compared to the Home-Centre and Multiple Centres group. This finding has important implications for future research, policy and practice related to ECEC availability.

Authors

• Samantha Caitlin Burns, University of Toronto

• Olesya Falenchuk, OISE/University of Toronto

• Evelyn McMullen, University of Toronto

• Michal Perlman, University of Toronto