International Journal of Education & Applied Sciences Research
Print ISSN : 2349 –4808
Online ISSN : 2349 –2899
Frequency : Continuous
Current Issue : Volume 12 , Issue 2
2025
Nisha Mane
Nisha mane, Professor, D. Y. Patil University, School of Nursing, Nerul, Navi Mumbai, India
DOI : https://doi.org/10.5281/zenodo.17502480 Page No : 24-34
Published Online : 2025-10-31
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ABSTRACT
Preschool years are categorically significant in predicting poor psychosocial and academic outcomes in the future after the number of behavioural problems during the preschool years. This paper is affected by the growing rate of behavioural problems and the need for the efficiency of the solutions to prevent them in the initial stages. The article has a multi-factor analysis which determines the key predictors of variability in behaviour. The synthesis of the information is performed based on the empirical research published during the period of 2018-24. The ways of interacting with parents and screen time exposure, as well as socio-economic status (SES), significantly influence behaviour. Externalising (e.g., aggression, hyperactivity), internalising (e.g., anxiety, withdrawal) and social competence were dependency variables. Regression results found only Parental Responsiveness (-0.71, p < 0.01), Screen Time (+0.65, p < 0.01) and SES (-0.58, p < 0.01) significant. The maximum R² was 0.87 in the model that R² predicted the externalising behaviours. The correlation analysis had shown that there is a strong negative relationship between parental responsiveness and behavioural problems (r = -0.79). This, combined with other results, allows holding onto the assumption that a holistic approach should be used for intervention which aims at parental training, digital diet control, and socioeconomic sustenance. Such strategies are able to neutralise such forms of escalation of behaviours and work towards the promotion of better developmental trajectories.
Keywords: Preschoolers, Behavioural Issues, Externalizing, Internalizing, Parental Responsiveness, Screen Time, Socio-economic Status, Early Intervention
