Options
Emerging patterns of preschool children with behavioural problems: a snapshot in the Singapore context
Author
Woo, Fiona Pui Kuan
Supervisor
Tan, Carol Soo Ching
Abstract
Research has shown that social and behaviour problems begin early in life. Young children who enter preschools with poor social behaviours often manifest problems such as peer rejection, behaviour problems and low levels of academic achievement, and these problems can be enduring. Despite the importance of social competency for young children in the preschool setting, little is known about the social behaviours of preschool children in Singapore. This paper examines the social skills and problem behaviour of at-risk and not at-risk preschool children, and investigates whether there are any gender differences using the teacher-report Preschool and Kindergarten Behaviour Scales-Second Edition (PKBS-2). Ninety-two teachers from 59 kindergartens and childcare centres in Singapore completed the PKBS-2 for 184 preschool children (mean age = 72 months). The sample was divided by Group Type (98 at-risk children and 86 not at-risk children) and Gender (136 boys and 48 girls). A multivariate analysis of variance revealed significant main effects for Group Type and Gender differences for social skills and problem behaviours. At-risk group was significantly poorer in all three aspects of social skills (i.e., social cooperation, social interaction, and social independence) in the PKBS-2 and scored higher in all seven types of problem behaviours (i.e., externalising behaviour, internalising behaviour, self-centered/explosive, attention problems/overactive, antisocial/aggressive, social withdrawal, and anxiety/somatic problems) compared to the not at-risk group. Boys were not significantly different from girls in the three types of social skills but scored significantly higher on externalising problems, self-centered/explosive, attention problems/overactive and antisocial/aggressive behaviours. The findings from this research are discussed in the light of current literature in relation to the social skills and problem behaviour of preschool children and can provide educators, researchers, and clinicians with a better understanding on the specific skills that are required in early identification and intervention.
Date Issued
2015
Call Number
RJ506.B44 Woo
Date Submitted
2015