Gender differences in externalising problems among preschool children: implications for early childhood educators

Gender differences in student achievement have been widely studied. Considering the long‐term effects of externalising behaviour problems on children’s later academic performance, it can be conjectured that gender disparities in student achievement may be rooted in developmental characteristics in early childhood. As an effort towards contributing insights to the growing body of knowledge on child development, this study investigated whether variability in externalising behaviour problems among preschool children could be attributed to gender differences. Participants were 110 parents who completed a sociodemographic questionnaire, and rated their child’s behaviour on the Achenbach Child Behaviour Checklist. The children (mean age in months = 45.62 (SD = 10.12)) consisted of 52 boys and 58 girls. This study revealed that boys were reported to exhibit higher rates of externalising problems than girls, and that higher rates of internalising problems also predicted higher rates of externalising problems among these preschool children.