title: Preschool-age problem behavior and teacher-child conflict in school: direct and moderation effects by preschool organization.
abstract: The hypothesis was tested that the new open-group Norwegian day-care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher-child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4-year-olds from 153 centers who were followed up in first grade. Results of this natural quasi-experiment revealed that children from open-group centers (a) experienced less teacher-child closeness in preschool and (b) more teacher-child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher-child conflict, but only for children from open-group centers. Results highlight the importance of spatial and social organization of day care and their translational implications.
authors.affiliation: NTNU Social Research.
authors.forename: Věra
authors.initials: V
authors.lastname: Skalická
authors.affiliation: University of California, Davis.
authors.forename: Jay
authors.initials: J
authors.lastname: Belsky
authors.affiliation: NTNU Social Research.
authors.forename: Frode
authors.initials: F
authors.lastname: Stenseng
authors.affiliation: NTNU Social Research.|NTNU.|St. Olavs Hospital.
authors.forename: Lars
authors.initials: L
authors.lastname: Wichstrøm
mesh_terms: D002648:Child; D002656:Child Day Care Centers / Q000458:organization & administration*; D002675:Child, Preschool; D003220:Conflict, Psychological; D005178:Faculty; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D000066553:Problem Behavior / Q000523:psychology*; D012574:Schools