Latent Trajectories of Peer Context Behavior Problems Across Preschool, Kindergarten, and 1st Grade

• In Event: Teacher-Student and Peer Relationships as Learning Contexts

Abstract

In early childhood classrooms, social interactions are integral to children’s developing psychological well-being and academic ability (Arnold et al., 2012; Coie et al., 1990; Kochenderfer & Ladd, 1996). Individuals’ characteristic behavior in certain settings comprise ‘behavioral signatures’ that represent unique facets of psychosocial adjustment (Mischel et al., 2002; Mischel, 2004), and interactions with peers characterize some of the most frequent contexts students encounter during preschool and early primary grades (Early et al., 2010). Accordingly, children with persistent behavior problems during free play, small group activities and other such contexts often struggle in preschool (Bulotsky-Shearer et al., 2010; Keane & Calkins, 2004; Ladd et al., 1999). Although it is clear that behavior is contextually modulated, extant literature is mixed on whether behavioral adjustment for a given child tends toward stability or change as she navigates new environments and developmental milestones (Bongers et al., 2004; Chan et al., 2000; Chess & Thomas, 2013; Hay et al., 2004; Howes & Philipsen, 1998; Keiley et al., 2000; Ladd et al., 1988; Leve et al., 2005; Sterba et al., 2007; Vitiello et al., 2012). In particular, the developmental course of children’s behavioral signatures in school situations characterized by peer interactions has yet to be thoroughly explored.
Therefore, the current study takes a person-centered approach to examine the development of peer context behavior problems among a nationally representative sample (N = 3,827) of low-income children across the first four years of school. We employ latent growth mixture modeling to identify unobserved subpopulations (latent classes) with shared trajectories of change (Research Question [RQ] 1), compare class members’ social and academic outcomes in 1st grade (RQ2), and identify child and family characteristics that serve as risk or protective factors for membership in different trajectory classes (RQ3).
Analyses reveal four common trajectories of change among our sample (Figure 1), which are differentiated by higher versus lower levels of problem behavior and relative change versus relative stability of the problem behavior trajectory. The Progressive Optimal Adjustment class (38.8%) exhibited slightly below-average problem behavior in the first preschool year, which decreased steadily through kindergarten and more sharply during 1st grade; the Stable Good Adjustment class (26.4%) exhibited below-average problem behavior that remained consistent across early schooling; the Stable Adequate Adjustment class (25.0%) exhibited slightly above-average behavior problems that remained within a half standard deviation of the population mean; and the Progressive At Risk Adjustment class (9.7%) displayed above average behavior problems that moderately increased during preschool and kindergarten and dramatically increased during 1st grade. Classes with greater problems had typically poorer student-teacher relationships, greater parent-observed behavior problems, and lower reading and math skills at the end of 1st grade. Multiple child (e.g., sex, special needs status) and family characteristics (e.g., maternal education, urban residence) were differentially associated with class membership.
Results will be discussed in term of theory and practice, highlighting the 1st grade transition as a sensitive period during which families and educators can support children struggling with classroom problem behavior.

Authors

• Paul McDermott, University of Pennsylvania
  Non-Presenting Author

• Emily M Weiss, University of Pennsylvania
  Presenting Author

• Michael Rovine, University of Pennsylvania
  Non-Presenting Author

• Jimin Oh, University of Pennsylvania
  Non-Presenting Author