Early Childhood Education (ECE) may be associated with children's positive psychosocial development during Elementary School (ES). This longitudinal study has two aims: (a) to investigate the stability of children's social skills as well as externalizing and internalizing behaviors at school from 3rd to 5th year of ES; (b) to investigate the course of social skills and problem behaviors regarding the exposure to ECE. Participants were 294 ES students from five public schools. The teachers responded to the Social Skills Rating System in the 3rd, 4th and 5th year. When socioeconomic status was controlled, behavior problems showed a descending trajectory. ECE was associated with fewer internalizing problems, and, among girls, with better social skills.
Social skills; behavior problems; early childhood education; elementary school
