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Outcome of behaviour problems in the preschool setting
Insights
Preschool behavior problems were assessed in day nurseries and nursery schools. Day nursery children showed higher initial and persistent behavior difficulties compared to nursery school peers.
Area of Science:
- Child Psychology
- Developmental Psychology
- Early Childhood Education
Background:
- Behavioral problems in early childhood are a significant concern for parents and educators.
- Understanding the prevalence and persistence of these issues in different early years settings is crucial for targeted interventions.
Purpose of the Study:
- To investigate the prevalence and persistence of behavior problems in 2-4-year-old children attending day nurseries versus nursery schools.
- To compare the rates of initial difficulties and ongoing issues between these two educational settings.
Main Methods:
- Screening of 2-4-year-old children using the Preschool Behaviour Checklist completed by nursery staff.
- Two-stage screening with a follow-up assessment after 20 months.
- Comparison of data from day nurseries and nursery school classes.
Main Results:
- Initially, 35% of day nursery children and 11% of nursery school children exhibited significant behavioral difficulties.
- After 20 months, 58% of the original day nursery group and 10% of the nursery school group still showed problems.
- The rate of new behavior problem cases did not significantly differ between the two settings.
Conclusions:
- Day nurseries appear to have a higher prevalence of persistent behavioral problems in young children compared to nursery schools.
- Further research is needed to identify factors contributing to these differences and inform support strategies.
- Early identification and intervention for behavioral issues in preschool settings are essential.
Abstract:
A sample of 2-4-year-old children attending four local authority day nurseries and 10 nursery school classes was screened for the presence of behaviour problems using the Preschool Behaviour Checklist which is completed by nursery staff. The screening was repeated 20 months later on 79% (300) and 66% (109) of the original nursery school and day nursery samples respectively. Initially, 11% of the former and 35% of the latter were rated as showing significant difficulties. Problems persisted in 10% of the original nursery school and 58% of the original day nursery children. The appearance of new cases did not differ significantly between the two groups. Factors associated with persistence and with development of problems are discussed.