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Early Childhood Risk Factors for Delinquency An understanding of early childhood risk factors for delinquency is helpful to interpreting the success of the High/Scope Perry Preschool Project. One factor identified with risk for delinquency is poor language skills (Stattin and Klackenberg-Larsson, 1993). As a component of overall mental development, language functions as an indicator of later intelligence and is a critical factor in the relationship between intelligence and delinquency. Additional early risk factors include poor attachment to caregivers (Egeland and Farber, 1984; Shaw and Bell, 1993), poor parenting skills (Hawkins et al., 1998; Loeber and Stouthamer-Loeber, 1986), and multiple family stressors (Fergusson and Lynskey, 1996; Shaw et al., 1998). These risk factors may not only directly affect delinquency but may also indirectly influence other factors that interact with delinquency, such as school- and community-related risk factors.As demonstrated in the Prenatal and Early Childhood Nurse Home Visitation Program supported by OJJDP (Olds, Hill, and Rumsey, 1998), prenatal and early postnatal prevention are shown to reduce risk factors that contribute to the development of antisocial behavior in childhood. Early childhood intervention during the preschool years also offers an opportunity to halt the developmental trajectory toward delinquency and related behavioral disorders. Family support services help develop parenting skills, attachment, and coping mechanisms that have a positive effect on family stressors. A multicomponent approach to enhancing child development promotes protective factors and reduces risk factors by addressing the many systems and influences that affect a child's development.
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| The High/Scope Perry Preschool Project | |