Navigating early risks: Differential outcomes in middle childhood and the compensatory role of kindergarten experiences.

IF 6.5 1区 医学 Q1 PSYCHIATRY
Katharina Haag, Tyler Watts, Laurie Hannigan, Helga Ask, Nina Alexandersen, Mari Vaage Wang, Ragnhild Eek Brandlistuen
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引用次数: 0

Abstract

Background: It has been proposed that early risk constellations link differentially to later developmental outcomes. However, existing studies often use a limited set of risk indicators, excluding genetic and child-based risks. It is also unclear if the protective effects of potential moderators, such as kindergarten experiences, differ across risk groups.

Methods: Using data from the Norwegian Mother, Father and Child (MoBa) cohort study (n = 7,478), we established latent early risk classes based on family, child, and genetic risk factors measured up to 3 years of age. The early risk classes were then compared on parent-rated internalizing and externalizing symptoms and academic performance at 8 years, as well as on registry outcomes reflecting child internalizing and externalizing diagnoses and national test scores at ages 11-14 years. Potential moderating effects of kindergarten protective factors (student-teacher closeness, social play behaviors and structured pre-academic activities) were examined.

Results: We identified five classes: a "low risk" group (41.1%) performed best across most behavioral and academic outcomes. A "resource risk" group (32.1%) struggled academically at 8 and 11 years, while a "family psychological risk" group (11.7%) showed mental health difficulties at 8 years and the highest levels of internalizing diagnoses at 12-14 years. A "developmental risk" group (7.6%) exhibited more pronounced academic and behavioral difficulties at 8 years only, while a "preterm birth" (7.5%) group showed moderate risk across most outcomes. Close student-teacher relationships and social play behaviors, but not structured pre-academic activities, predicted improved outcomes at small effect sizes across the whole sample, with limited evidence for differential responses across groups.

Conclusions: Our risk groups were differentially linked to later outcomes, suggesting potential diverging developmental pathways. The investigated Kindergarten factors exerted protective effects across groups, indicating that they may universally benefit children independent of their risk backgrounds.

应对早期风险:儿童中期的差异结果和幼儿园经历的补偿作用。
背景:已经提出早期风险星座与后来的发展结果有不同的联系。然而,现有的研究经常使用一套有限的风险指标,不包括遗传和儿童风险。同样不清楚的是,幼儿园经历等潜在调节因素的保护作用是否在不同的风险群体中有所不同。方法:使用挪威母亲,父亲和儿童(MoBa)队列研究(n = 7,478)的数据,我们根据家庭,儿童和遗传风险因素建立了潜在的早期风险等级,直至3岁。然后比较早期风险等级的父母评定的内化和外化症状和8岁时的学业表现,以及反映儿童内化和外化诊断的登记结果和11-14岁时的全国考试成绩。研究了幼儿园保护因素(师生亲密关系、社交游戏行为和结构化的学前活动)的潜在调节作用。结果:我们确定了五个类别:“低风险”组(41.1%)在大多数行为和学业成绩方面表现最好。“资源风险”组(32.1%)在8岁和11岁时在学业上挣扎,而“家庭心理风险”组(11.7%)在8岁时出现心理健康问题,12-14岁时出现最高水平的内化诊断。“发育风险”组(7.6%)仅在8岁时表现出更明显的学业和行为困难,而“早产”组(7.5%)在大多数结果中表现出中等风险。密切的师生关系和社交游戏行为,而不是结构化的学习前活动,在整个样本中预测了小效应大小的改善结果,在组间差异反应的证据有限。结论:我们的风险组与后来的结果有不同的联系,表明潜在的不同的发育途径。所调查的幼儿园因素在不同群体中发挥保护作用,表明它们可能普遍有益于儿童,而不受其风险背景的影响。
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来源期刊
CiteScore
13.80
自引率
5.30%
发文量
169
审稿时长
1 months
期刊介绍: The Journal of Child Psychology and Psychiatry (JCPP) is a highly regarded international publication that focuses on the fields of child and adolescent psychology and psychiatry. It is recognized for publishing top-tier, clinically relevant research across various disciplines related to these areas. JCPP has a broad global readership and covers a diverse range of topics, including: Epidemiology: Studies on the prevalence and distribution of mental health issues in children and adolescents. Diagnosis: Research on the identification and classification of childhood disorders. Treatments: Psychotherapeutic and psychopharmacological interventions for child and adolescent mental health. Behavior and Cognition: Studies on the behavioral and cognitive aspects of childhood disorders. Neuroscience and Neurobiology: Research on the neural and biological underpinnings of child mental health. Genetics: Genetic factors contributing to the development of childhood disorders. JCPP serves as a platform for integrating empirical research, clinical studies, and high-quality reviews from diverse perspectives, theoretical viewpoints, and disciplines. This interdisciplinary approach is a key feature of the journal, as it fosters a comprehensive understanding of child and adolescent mental health. The Journal of Child Psychology and Psychiatry is published 12 times a year and is affiliated with the Association for Child and Adolescent Mental Health (ACAMH), which supports the journal's mission to advance knowledge and practice in the field of child and adolescent mental health.
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