Citation

Cryer D, Wagner-Moore L, Burchinal M, Yazejian N, Hurwitz S, Wolery M. Early Child Res. Q. 2005; 20(1): 37-56.

Copyright

(Copyright © 2005, Elsevier Publishing)

DOI

10.1016/j.ecresq.2005.01.005

PMID

unavailable

Abstract

Changes in distress and problem behaviors of 38 infants/toddlers were examined after children transitioned from familiar to new classrooms to look at effects of non-continuity of caregiver. Child's age, classroom quality, teacher sensitivity, and transitioning with a peer were examined as possible mediators. Results suggest that transitions were associated with increased distress, especially for younger children. In addition, although overall classroom quality was low, children in higher quality pre-transition classrooms showed more distress after transitioning than children in lower quality classrooms. Transitions were associated with decreased problem behaviors. Both distress and problem behaviors returned to pre-transition levels within 3 weeks. Teacher sensitivity and transitioning with a peer did not relate to distress or problem behaviors. These findings contribute evidence about immediate effects of infant/toddler transitions in child care. Future research should explore child, classroom, and teacher-child relationship variables that influence effects of continuity versus non-continuity of caregiver.