Early Detection of Internalizing Problems in Preschool Children According to Their Teachers

Autor/inn/en	Doni, Eleni; Giotsa, Artemis
Titel	Early Detection of Internalizing Problems in Preschool Children According to Their Teachers
Quelle	In: Open Journal for Educational Research, 1 (2017) 1, S.15-30 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Doni, Eleni) ORCID (Giotsa, Artemis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-5313
Schlagwörter	Foreign Countries; Identification; Preschool Children; Teacher Attitudes; Preschool Teachers; Withdrawal (Psychology); Emotional Problems; Gender Differences; Depression (Psychology); Anxiety; Psychosomatic Disorders; Emotional Response; Age Differences; Class Size; School Schedules; Public Schools; Toddlers; Greece + Suchen Sie Ihr Suchwort? Ausland; Identifikation; Identifizierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Rückzugsverhalten; Geschlechterkonflikt; Angst; Disease of psychosomatic origin; Psychosomatische Krankheit; Emotionales Verhalten; Age; Difference; Age difference; Altersunterschied; Klassengröße; Schulzeiteinteilung; Public school; Öffentliche Schule; Infant; Infants; Toddler; Kleinkind; Griechenland
Abstract	The purpose of this research, which was carried out for the first time in Greece, is to focus on the early detection of preschool children's "internalizing problems," according to their teachers' perceptions. The participants, 77 preschool teachers of 77 half-day and all-day preschool classes from the thirteen regions of Greece, completed: (a) the "Caregiver-Teacher Report Form (C-TRF) for ages 1½-5" of Achenbach (Achenbach & Rescorla, 2009) and (b) the "Demographic Questionnaire" (Doni, 2015), considering 1.234 mixed gender (617 boys and 617 girls) children 4-6 years of age. According to the results, preschool teachers detected "internalizing problems" in 10.4% of the children, of whom 6.9% was included in the clinical range, while 3.5% was included in the borderline range. The highest rate, 10.9% of the children, was included in either clinical or borderline range for "withdrawal" syndrome. Boys had higher rates of "internalizing problems" than girls. Moreover in all-day preschools, preschool teachers detected more cases of children with "emotional reactivity." These findings could be useful in future studies specialized on children's social and emotional functioning, in a future revision of universities curricula associated with early childhood education, as well as in preschool teachers' training programs, by including modules related to the accurate and early detection and treatment of "internalizing problems" experienced by preschoolers. (As Provided).
Anmerkungen	Center for Open Access in Science. Vojvode Vlahovica 57c, Belgrade, Serbia 11000. e-mail: ojer@centerprode.com; Web site: http://centerprode.com/ojer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01