Behavior Problems in Preschool Children: A Review of Recent Research

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Emotions and emotional communication in infants.

E Tronick (1989)

Important advances have recently been made in studying emotions in infants and the nature of emotional communication between infants and adults. Infant emotions and emotional communications are far more organized than previously thought. Infants display a variety of discrete affective expressions that are appropriate to the nature of events and their context. They also appreciate the emotional meaning of the affective displays of caretakers. The emotional expressions of the infant and the caretaker function to allow them to mutually regulate their interactions. Indeed, it appears that a major determinant of children's development is related to the operation of this communication system. Positive development may be associated with the experience of coordinated interactions characterized by frequent reparations of interactive errors and the transformation of negative affect into positive affect, whereas negative development appears to be associated with sustained periods of interactive failure and negative affect.

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Empirically based assessment of the behavioral/emotional problems of 2- and 3- year-old children.

C Edelbrock, T Achenbach, Christopher C. Howell (1987)

The aim was to determine whether ratings of 2- and 3-year-olds could yield more differentiation among their behavioral/emotional problems than the internalizing-externalizing dichotomy found in previous studies. The 99-item Child Behavior Checklist for Ages 2-3 (CBCL/2-3) was designed to extend previously developed empirically based assessment procedures to 2-and 3-year-olds. Factor analyses of the CBCL/2-3 completed by parents of 398 2- and 3-year-olds yielded six syndromes having at least eight items loading greater than or equal to .30 and designated as Social Withdrawal, Depressed, Sleep Problems, Somatic Problems, Aggressive, and Destructive. Second-order analyses showed that the first two were related to a broad-band internalizing grouping, whereas the last two were related to a broad-band externalizing grouping. Scales for the six syndromes, two broad-band groupings, and total problem score were constructed from scores obtained by 273 children in a general population sample. Mean test-retest reliability r was .87, 1-year stability r was .69, 1-year predictive r with CBCL/4-16 scales at age 4 was .63, 2-year predictive r was .55, and 3-year predictive r was .49. Children referred for mental health services scored significantly higher than nonreferred children on all scales. A lack of significant r's with the Minnesota Child Development Inventory, Bayley, and McCarthy indicate that the CBCL/2-3 taps behavioral/emotional problems independently of the developmental variance tapped by these measures.