A new study, led by an Oregon State University-Cascades faculty member, suggests that some children may be genetically predisposed to developing behavioral problems in child care and preschool settings.
Previous research has found that some children develop behavior problems at child care centers and preschools, despite the benefit of academic gains. It was never known, however, why some youngsters struggle in these settings and others flourish.
The new study indicates that some children may be acting out due to poor self-control and temperament problems that they inherited from their parents.
The study’s lead author Shannon Lipscomb, an assistant professor of human development and family sciences at Oregon State University-Cascades, said the findings point to the reason that some children develop problem behavior at care centers, despite the best efforts of teachers and caregivers.
The results are published online today in the International Journal of Behavioral Development.
“Assuming that findings like this are replicated, we can stop worrying so much that all children will develop behavior problems at center-based care facilities, because it has been a concern,” she said. “But some children (with this genetic predisposition) may be better able to manage their behavior in a different setting, in a home or smaller group size.”
Researchers from OSU and other institutions collected data in 10 states from 233 families linked through adoption and obtained genetic data from birth parents as well as the children.
They found that birth parents who had high rates of negative emotion and self-control, based on a self-reported temperament scale, were more likely to have children who struggled with behavioral issues such as lack of self-control and anger, in child care centers.
They controlled for adoptive parents’ characteristics, and still found a modest effect based on the genetic link.
“We aren’t recommending that children are genetically tested, but parents and caregivers can assess a child’s needs and help them get to a setting that might be more appropriate,” Lipscomb said.
“This study helps us to explain why some children struggle so much with large peer groups and heightened social interactions. It may not be a problem with a teacher or parent, but that they are struggling on a biological level.”`
Lipscomb is in OSU’s College of Public Health and Human Sciences. She is an expert on early childhood development and school readiness, and is particularly interested in adult influences on young children.
Researchers from the University of Oregon, Pennsylvania State University, University of Pittsburgh, University of California, Riverside, Yale Child Study Center, and Oregon Social Learning Center contributed to this study, which was supported by grants from the National Institutes of Health.