The association between preschool behavioural problems and internalizing difficulties at age 10-12 years

Area of Science:

• Child and Adolescent Psychology
• Developmental Psychology
• Mental Health Research

Background:

• Preschool behavioral problems can have long-term impacts on emotional well-being.
• Understanding the trajectory of behavioral issues from early childhood to adolescence is crucial for timely intervention.
• Early identification of at-risk children can inform preventative strategies.

Purpose of the Study:

• To investigate the association between specific preschool behavioral problems and the development of emotional symptoms in 10- to 12-year-old children.
• To determine if preschool behavioral patterns predict later emotional difficulties, controlling for confounding factors.
• To differentiate the impact of anxious-fearful, hyperactive-distractible, and hostile-aggressive behaviors on school-age emotional health.

Main Methods:

• Utilized data from the Aarhus Birth Cohort, Denmark, including 1,336 children.
• Assessed preschool behaviors using the parent-administered Preschool Behavior Questionnaire (PBQ), categorizing children into anxious-fearful, hyperactive-distractible, and hostile-aggressive groups.
• Measured emotional symptoms at ages 10-12 using the parent-administered Strength and Difficulties Questionnaire (SDQ) and analyzed associations via multinomial logistic regression.

Main Results:

• Children exhibiting anxious-fearful or hostile-aggressive behaviors in preschool had double the risk of experiencing emotional difficulties at school age.
• Hyperactive-distractible preschool behaviors were not significantly associated with emotional difficulties in later childhood.
• These associations remained robust even after accounting for potential confounding factors and comorbidity.

Conclusions:

• Preschool anxious-fearful behavior is linked to stable internalizing symptoms, indicating a need for early support for such children.
• Preschool hostile-aggressive behavior may transform into later internalizing difficulties, emphasizing its role as a risk factor.
• Both early internalizing problems and hostile-aggressive behaviors are critical targets for intervention to prevent future emotional difficulties.