Differences in Behaviour Problems among Preschool Children: Implications for Parents

Abstract

Social and emotional development in young children has to do with how young children feel about themselves, how they behave and how they relate to others, specially people who matter to them, for example, parents, teachers, and friends. Behaviour problems have often been conceptualised along two broad spectrums: internalising problems which are expressed in intrapersonal manifestation, such as anxiety, depression and withdrawal; and externalising problems which are demonstrated in interpersonal manifestation, such as hyperactivity and aggression. Considering the long-term effects of behavior problems on children’s later academic performance, it can be conjectured that disparities in children achievement may be rooted in developmental characteristics in early childhood. This study investigated the variability in behavior problems among preschool children. There were 220 participants, parents and preschool teachers, who voluntarily completed a socio-demographic questionnaire, and rated the child’s behavior on the Achenbach Child Behavior Checklist (2-5 years). Children were from five municipalities of Kosovo. The children consisted of 120 boys and 100 girls (mean age in months = 48.56). It was found that parents perceived boys to exhibit higher rates of externalising problems than girls. Results revealed significant differences in parents’ and teachers’ responses to behaviour problems among preschoolers. The present findings provide important information for consistent early intervention parenting programs.

DOI: 10.5901/jesr.2013.v3n7p716