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Behaviour problems in preschool children: A developmental context for assessment and intervention

Published online by Cambridge University Press:  29 October 2015

Sandra MacKenzie-Keating and
Linda McDonald
Sandra MacKenzie-Keating
Affiliation:
Department of Educational Psychology, University of Alberta
Linda McDonald*
Affiliation:
Department of Educational Psychology, University of Alberta
*
Department of Educational Psychology, University of Alberta, EDMONTON, Alberta TG6 2G5, Canada, Phone: 1 780 492 2198, Fax: 1 780 492 1318, E-mail: linda.mcdonald@ualberta.ca
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Abstract

Some issues related to behaviour problems in preschool children are examined. Topics include prevalence and significance of early behaviour problems, problems in assessment of behaviour problems in very young children, and currently used classification systems and their relevance to very young children.The case for a developmental perspective will also be considered in conjunction with some recent methods of classifying child problems such as DC: 0-3 (Zero to Three: National Center for Infants, Toddlers, and Families, 1997) and with more behaviourally oriented guidelines. Finally, relationships that develop over time ore examined with respect to risk and protection, the case for prevention and early identification, and a brief review of interventions for preschool children. In spite of the difficulty in identifying significant problem behaviour in very young children, it is argued that it is important to intervene early in order to prevent more serious problems later in life.

Keywords

Behaviour ProblemsYoung ChildrenIntervention

Information

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 18 , Issue 1 , 2001, pp. 26 - 41
Copyright
Copyright © Australian Psychological Society 2001

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