Abstract
The aim of this study is to examine the relationship between gender and the temperamental characteristics of children between the ages of five and six, as well as to assess their behavioural problems. The sample included 128 children selected by simple random sampling from 5-6 year old children, receiving preschool education in the city centre of Ýzmir province in Turkey. Of the children, 65 were girls (50.8%) and 63 (49.2%) were boys. The data collection instruments were the Preschool and Kindergarten Behavior Scales and the Short Temperament Scale for Children, respectively. The results of this study reveal that there is no significiant difference between gender and the child temperament subscales of approach/withdrawal; persistence and rhythmicity; and a child’s behavioural problems, respectively. However, the gender of the children was found to be significantly related to the reactivity sub-dimension of their temperament (p < 0.05). Moreover, a significant correlation was observed between the temperament subscale of reactivity and externalising problems subscale of behavioural problems (p < 0.05). On the other hand, a negative correlation was observed between the persistence temperament dimension and the behavioural problem dimension of self-centredness (p < 0.05). In the opinion of the researcher, it is important to know the children’s personality features, monitor their behaviour, and take respective measures when necessary. These research results contributed positively to this end. Keywords : behavioural problems; gender; preschool children; temperament
Highlights
Preschool education proves to be a critical period for cognitive development, school readiness and achievement, language development, learning motivation, as well as social and emotional development of children (Barnard, 2001; Burger, 2010; Draper, Archmat, Forbes & Lambert, 2012; Senemoðlu, 2011)
The goal of this study was to explore the role of gender, temperament and behavioural problems in preschool children
Other studies previously conducted on the subject show findings corresponding to these results, where numerous researchers have found that gender is linked with behavioural problems for preschool boys, but not for girls (Prakash & Coplan, 2007; Davidson & Demaray, 2007)
Summary
Preschool education proves to be a critical period for cognitive development, school readiness and achievement, language development, learning motivation, as well as social and emotional development of children (Barnard, 2001; Burger, 2010; Draper, Archmat, Forbes & Lambert, 2012; Senemoðlu, 2011). Preschool is a period during which children have their first experiences of school. At this age, the child may not adjust to the new rules and limitations, but instead, may respond by displaying behavioural problems. Any tensions arising from change and difficulties encountered at the start of preschool education for a child may cause behavioural problems (Creasey, Mitts & Catanzaro, 1995). Studies have shown that children of preschool age are at risk of displaying behavioural problems (Harden, Winslow, Kendziora, Shahinfar, Rubin, Fox, Crowley & Zahn-Waxler, 2000). Behavioural problems are quite widespread amongst preschool children, due to the fact that they do not always adapt to the more structured environment of school.
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