Gene-by-preschool interaction on the development of early externalizing problems.

ABSTRACT:

Background

Preschool involves an array of new social experiences that may impact the development of early externalizing behavior problems over the transition to grade school.

Methods

Using longitudinal data from a nationally representative sample of over 600 pairs of US twins, we tested whether the genetic and environmental influences on externalizing problems differed between children who did versus did not attend preschool.

Results

At age 4, the genetic and environmental etiology of externalizing did not differ by preschool attendance. In contrast, by age 5 years (kindergarten age), the genetic and environmental etiology of externalizing significantly differed by preschool attendance. Among children who did not attend preschool, externalizing at age 5 was predominan

SUBMITTER: Tucker-Drob EM 

PROVIDER: S-EPMC3492524 | biostudies-literature | 2013 Jan

REPOSITORIES: biostudies-literature