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Social–Emotional Problems in Early Childhood and the Development of Depressive Symptoms in School-Age Children

Research Findings: The present longitudinal study investigated whether a range of social–emotional difficulties in early childhood predict the development of depressive symptoms in middle childhood. Participants were 56 children and their teachers. Teachers' reports of internalizing and externalizing behaviors were obtained during preschool, and children's displays of negative affect were observed through classroom videotapes in preschool. Children's self-reports of depressive symptoms were collected approximately three and a half years later. Teachers' ratings of social problems and atypical behaviors were positively associated with later depressive symptoms. Teachers' ratings of rule breaking and observed negative affect in preschool were stronger predictors of later depressive symptoms in girls than in boys. Findings point to social non-conformity as an important feature in the developmental course of depressive symptoms. Results lend support to a developmental psychopathology framework, showing change over time across types of social–emotional difficulties in gender-specific directions. Practice or Policy: Findings underscore the role that preschool teachers and classroom observation could play in identifying early risk for depressive symptoms. Results suggest the possible utility of early screening programs for at-risk preschool-aged children. Moreover, results could inform school-based intervention or prevention programs targeting internalizing symptoms, an under-recognized area of children's mental health.