A1 Journal article (refereed)
Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems (2024)

Zarra-Nezhad, M., Moazami-Goodarzi, A., Muotka, J., Hess, M., Havu-Nuutinen, S., & Scheithauer, H. (2024). Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems. Journal of Child and Family Studies, 33(2), 487-503. https://doi.org/10.1007/s10826-023-02655-4

JYU authors or editors

Publication details

All authors or editors: Zarra-Nezhad, Maryam; Moazami-Goodarzi, Ali; Muotka, Joona; Hess, Markus; Havu-Nuutinen, Sari; Scheithauer, Herbert

Journal or series: Journal of Child and Family Studies

ISSN: 1062-1024

eISSN: 1573-2843

Publication year: 2024

Publication date: 21/08/2023

Volume: 33

Issue number: 2

Pages range: 487-503

Publisher: Springer

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1007/s10826-023-02655-4

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92153

Additional information: Author correction to: Journal of Child and Family Studies (2023) http://doi.org/10.1007/s10826-023-02697-8

Abstract

Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and disorders in later life phases, including depression, antisocial behavior, and substance abuse. This study uses a longitudinal design to examine the differential impact of a preventive intervention and social-emotional learning program (Papilio-3to6) on children’s social-emotional development. The program was evaluated using a 1-year-randomized controlled trial design with an intervention (IG) and control group (CG) that provided data at a pretest and post-test. Teachers rated 627 children’s behaviors (MAGE = 56.77 months at pretest) from 50 daycare center groups using the Strengths and Difficulties Questionnaire (SDQ). To investigate differential effectiveness, a latent profile analysis at the pretest identified three distinct subgroups of children with different patterns in SDQ subscales: 1) Internalizers with high internalizing problems, 2) Prosocials with high prosocial behaviors, and 3) Externalizers with high externalizing problems. Latent change score analysis showed significantly reduced externalizing problems and increased prosocial behaviors in the IG compared to the CG. Further, the children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. However, no effect was found regarding internalizing problems.

Keywords: early childhood; children (age groups); socio-emotional skills; behaviour disorders; emotional disorders; child development; early childhood education and care

Free keywords: preventive intervention program; early childhood; social-emotional development; behavior problems; prosocial behaviors

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

Preliminary JUFO rating: 1