Interaction processes as a mediating factor between children’s externalized behavior difficulties and engagement in preschool

The purpose of this study is to examine whether children's interaction with peers and preschool staff affects the relationship between children's externalised behaviour difficulties and their engagement in preschool. In this study, externalised behaviour difficulties means hyperactivity and conduct problems in children. Engagement means the time the child spends on being socially engaged with other children and adults during an activity.

The results indicate that children who showed hyperactivity also showed poor engagement in preschool, and were met by less responsiveness from the teachers and had less positive interactions with peers. According to the authors, a possible explanation for this is that social interaction and engagement require that the child is capable of self-regulation. The authors believe that the interaction between a child with hyperactive traits and other children and preschool staff is affected by how the child is met. The authors stress that it is important that a child with hyperactive traits is met in a way that supports the child, so that the child can engage in a positive social interaction. The authors also stress that the results do not show that hyperactivity has a direct effect on children's chances of becoming engaged in preschool activities. However, the results show an indirect correlation between hyperactivity and engagement which permeates their social interaction with staff and peers.

A total of 663 children (340 boys and 323 girls) aged 18-71 months from 81 preschools in six municipalities took part in the study. The study included children who formally needed special support and children who did not. The preschool staff completed a questionnaire primarily focussing on child engagement and behaviour difficulties. The questionnaire also focussed on children's social interaction in preschool, which included teachers' responsiveness and peer interaction.

Sjöman, M., Granlund, M., & Almqvist, L. (2016). Interaction processes as a mediating factor between children’s externalized behavior difficulties and engagement in preschool. Early Child Development and Care 186, 1649-1663.