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Children’s earliest experiences are critical for health and well-being across the lifespan. These experiences shape the development of social-emotional skills which lay the foundation by which children learn to navigate the intricacies of social interactions and complex emotions. Not all children, however, develop the social-emotional skills needed for success, with between 9 and 14% of children in early childhood exhibiting some type social-emotional deficit (Brauner & Stephens, 2006). Difficulties with early social-emotional skills may lead to behavioral, academic, and social problems during early childhood, as well as later in life (Denham & Brown, 2010). Low-income children of color often face barriers that put them at risk for poor social-emotional skill development. In an effort to support these vulnerable young children, the social settings in which they spend time should be targeted. One key setting in which many young children spend time is center-based child care. Examining this setting is a growing priority, so that the contributions of child care toward child social-emotional outcomes are maximized.Using secondary data from the Head Start Family and Child Experiences Survey (FACES) 2009, this study examined child care as a social setting that may positively influence social-emotional skill development among young low-income, children of color. Specifically, this study used multilevel modeling to explore child care center support, and also teacher emotional support and behavior management practices, and their influence on problem behaviors and social skill development among young children. Findings revealed that neither teacher emotional support practices nor teacher behavior management practices were significantly associated with child social skills or problem behaviors. However, teacher perceived center support was significantly related to child problem behaviors among low-income children of color, with higher teacher perceived center support associated with fewer problem behaviors. In addition, results suggested that neither teacher nor center director perceived center support were significantly associated with teacher emotional support practices in the classroom. However, teacher perceived center support was significantly associated with teacher behavior management practices. Findings from the current study highlight the importance of continued research on the influence child care settings have on the social-emotional skill development of young low-income children of color. A better understanding of these center and teacher factors, as well as their relationship to child social-emotional outcomes, will allow social workers to more effectively work with child care administrators and teachers in developing and supporting social-emotional programming in centers serving low-income children of color. In the end, this work will help to create richer child care settings that ultimately better support social-emotional skill development, fostering positive long-term outcomes for vulnerable young children. |
