Behavior problems, anxiety, and social skills among kindergarteners

Abstract

This study presents the indicators of behavior, anxiety and social skills of 38 kindergarteners (52.6% girls, mean age 5.34 years; SD = 0.48) enrolled in a municipal school located in the southeastern region of Brazil. The children's parents/caregivers (86.4% mothers) and teachers completed the instruments: Strengths and Difficulties Questionnaire (SDQ), Preschool Anxiety Scale (PAS) and Preschool Kindergarten Behavior Scale (PKBS-BR). Data were analyzed using descriptive and inferential statistics. Most children were classified in the non-clinical range for behavior problems and anxiety. The perceptions of the children's parents/caregivers and teachers diverged, with guardians more frequently identifying deficits in Total Anxiety, Obsessive-Compulsive Disorders, Fear of Physical Harm and Separation Anxiety (PAS); External Problems and Hyperactivity (SDQ); and Internalizing and Externalizing Problems (PKBS). A correlation was found between anxiety, behavior problems and social skills, reinforcing that there is interdependence between aspects of social-emotional development. These findings can support interventions at schools intended to promote prosocial behaviors.