Abeer A. Alharbi
King Saud University, Saudi ArabiaPresentation Title:
Early childhood behaviors: identifying key internalising and externalising factors
Abstract
An opportunity
to identify emotional and behavioural difficulties in children in both the
internalising and externalising domains can arise when children attend early
childhood education. Given the limited studies in the Saudi context, this
cross-sectional survey study aims to explore the most and least prevalent
difficulties and role of individual and contextual factors among preschoolers
in Saudi Arabia (n=315), as rated by their teachers. The results revealed that
a prevalence of 11.26% of preschoolers fall in the severe and very severe
cutoffs of emotional and behavioural difficulties as rated by their teachers.
Similarly, Preschoolers rated with the same severity levels in internalising
and externalising difficulties are 11.11% and 11.34% respectively.
Preschoolers' most prevalent rated difficulties are social isolation,
impulsivity, hyperactivity and aggression. The leastrated difficulties are
phobias, telling lies and vandal activities. Gender, age and socioeconomic
status play a significant role in the rated total, internalising and
externalising difficulties whereas the rated difficulties did not differ
significantly according to the type of preschools and parental education.
Implications for policymakers, practitioners and researchers regarding improving
early identification and interventions are discussed.
Biography
Abeer Alharbi
has completed her PhD from Exeter University (UK), where she undertook her MSc
in Education research from the same university and the first counselling
certificate from Iron Mill Institute (UK). She published and served as a peer
reviewer in local and international journals and conferences, some of which are
indexed in the Web of Science. She is currently working as an assistant
professor in the Special Education Department (SED) at King Saud University
(KSU) but has been working as a teaching fellow in the MA SEN and inclusive
education programme at Leeds University and a visiting post-doctoral research
fellow at the University of Glasgow and at Greenwich University (UK). Also, she
held several administrative roles including the deputy chair of the SED and a
general director for the distinguished and talented students programme at KSU.
Additionally, she was a consultant to the planning and development deputyship
and the educational programmes deputyship of the Ministry of Education. She worked
as a consultant to the research and innovation department at the Education and
Training Evaluation Commission.
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