INTRODUCTION Habit disorders include many tension reducing activities that appear during childhood at various levels of development.

Some of these habits are learned from adults as children imitate their behaviors. Others development as a purposeful movement that becomes repetitive as the original is forgotten. Some are used as a attention-getting mechanisms and are reinforced by parents. As children become older, they have a tendency to inhibit these habits, especially when they are in public, but they may reappear at times of stress. Marlow D (2007) Behaviour can be normal for an individual when it is consistent with the most common behaviour for that person. Normal behaviour in children depends on the childs age, personality and physical and emotional development.22 Normal children are healthy, happy and well adjusted. This adjustment is developed by meeting basic emotional needs along with physical and psychological needs for their mental well being. The children are dependent on their parents, so parents are responsible for fulfilment of emotional needs.1 Dutta Parul (2009) Every Child should have tender loving care and sense of security about protection from parent and family members. They should have opportunity for development of independence, trust, confidence and self-respect. There should be adequate social and self emotional interaction with discipline .The child should get scope for self expression and recreation .Parents should be aware about achievements of their children and express acceptance of positive attitude within the social norms. Dutta Parul (2009) The preschool years extending from approximately 18 months to 6 years of age, are an exciting period of transition from a time of limited language ability and primarily sensory motor engagement with the surrounding environment to mastery of communication, high degree of motor control, significant competence in self regulation, expanding cognitive capacities and a heightened ability to emphasize with others. Care giver specially the mother play an important role in the development of the young child. In addition to meeting the childs basic needs, they need to be emotionally and physically available to preschoolers in predictable and supportive ways. They should be warm, responsive, sensitive, flexible and empathic. Ghai O.P (2008) In early childhood, life behavior disorders are common .In children behavioral disorders are any deviation from the normal behavior. In children, mostly behavioral disorders are developed from the home environment, school environment and by the social group environment by which child belongs or passes the most time. These disorders are more reliable than adjustment reactions, these are difficult to treat also.Some common important example of behavioral disorders in preschool are enuresis, thumb sucking, nail biting, stammering, stuttering, sleep talking, sleep talking, night mares and night terrors.Yadav Manoj (2011) Some children might display behaviour that may seem odd or disagreeable that may cause the child emotional or social problems. In todays fast faced world, almost every mother will tell us that she has a problem child on her hand. But this is really not the case. One has to face basic problems and tensions while bringing up any child. Whenever a child displays a pattern of behaviour that does not conform to basic expected or accepted norms of society that

we like in a thereby causes degree of anxiety or concerns to those around him, then that child is termed as maladjusted and is displaying a sort of behavioural disorders.8 Behavioural problems range from mild, short lived periods of unacceptable behaviour, which are common in most children, to more severe problems such as conduct disorders and refusal to go to school. Behavioural problems may occasionally occur in any child, specialist management is called for when problems become frequent and disrupt school and family life. Behavioural problems are common in childhood; all children have problems from time to time. The most common behavioural problems are Thumb sucking, Nail biting, Pica, Temper tantrums, Hair pulling, Enuresis, night walking, night talking, stammering and sturring etc.1 Dutta Parul (2009) In countries like India, Britain, North America, Australia and Newzeland, nearly 10 20 percent of children are affected by serious behavioural problems, which require some form of outside advice or treatment.10 They are best dealt with by a positive approach that concentrates on rewarding good behaviour. In most cases, the child grows out of the problem, but sometimes medical help may be needed.9 The causes of behavioural problems in school going childrens are parents neglect, poor supervision or poor attention, family conflict, maladjustment, insecurity, conflict or hostility, aggression in parents, too strict parents, neurotic attitude of mothers.2 (Surag Gupte) In India, about 35% of total population is children below 15 years of age. Todays kids are tomorrows pillors of our country. The investment on our child in terms of developing environment both physical and emotional, is going to reap rich individuals in future. As said by Karl Meninger what is done to children, they will do to the society1 The childhood period is vital because of socialization process by the transmission of attitude, customs, and behavior through the influence of the family and community. The environment of a child can be referred to holistic in various aspects of its influence-physical, social, intellectual, moral, emotional, spiritual and psychological areas.2 The significant contributions made during the early ages of an individuals life determine the whole some personality. Preschool age is an important period in which the child learns through a formal teaching. The surrounding at home and preschool are going to make a great change in the childrens emotional and behavioral characteristics. Another one important factors is the mothers external employment which has both positive and negative effect on their both physical and emotional growth. On an average around 29% of the worlds children suffer from psychosocial problems. Recent evidence indicates that psychosocial disorders frequently lead to poor school performance and to dropping-out of school. This wastes educational resources seriously impairs the economic and social potentials of such children.2 Children of today are the citizens of tomorrow. The prosperity of the nation depends upon the health of its future citizens. Children with sound mind in sound body are essential for the future development of the country. Dutta Parul (2009)

The childs mind may vary in temperament, development and behavior. The American Academy of Pediatrics (2005) reports that is very difficult to identify normal and abnormal behavior3. It stresses that the mothers reaction plays an important role in molding the behavior of the child. Different mothering styles may influence a child's behavior and inadequate attention may result in abnormal behavior in children. Sometimes such children show a wide variety of behavior which may even create problems to parents, family members and society. It may be minor but produce anxiety to the parents, which may be due to failure in adjustment to external environment. There is no more crucial period of life than the age up to six years. Preschool behavior problems are now being recognized as clear indicator of difficulties that may persist into later childhood and that may indicate family dysfunction. Screening is necessary to detect developmental problems in preschool children4. Therefore behavioral problems always require special attention. Dutta Parul (2009) Infancy and childhood are of paramount importance in determining and patterning the future behavior and character of the children. Childhood is the period of dependency. Gradually ,children learn to adjust in the environment .But when ,there is any complexity around them they cannot adjust with that circumstances .then they become unable to behave in the socially acceptable way and behavioral problems develop with them. These all needs required to be satisfied to ensure optimum behavioral development. Sometimes children show a wide variety of behaviors which create problems to the parents, family members and society. Most of the problems are minor and do not have any permanent disturbances but produce anxiety to the parents .Major behavioral problems are the significant deviations from socially accepted normal behavior .These problems are mainly due to failure in adjustment to external environment and presence of internal conflict. Behavioral problems always require special attention. Behavioral disorders are caused by multiple factors. No single event is responsible for this condition .The important contributing factors are like overprotection, dominance, unrealistic expectation ,over criticism, unhealthy comparison, under discipline or over discipline, parental rejection, disturbed parent-child interaction, broken family {death divorce}, Inadequate Family Environments. Across the second year of life, children undergo a number of key developmental transitions, including the acquisition of symbolic functioning, the emergence of secondary or self-conscious emotions, new self regulatory and coping skills, increasing locomotion and exploration of an expanded environment, and the start of the shift from sensor motor to preoperational thinking. These expanding abilities prompt higher expectations and demands from caregivers, but also more overt efforts to regulate child behavior. Concomitantly, by the end of this period, emotional and behavioral regulation. The management of emotional arousal and conscious control of behavior begins what will be a very gradual shift from adult control to increasing child selfcontrol. Differences in emotional and behavioral regulation during this period offer an early forecast of self regulation differences including problems in emotional and behavioral regulation apparent in the preschool and early school years, and appear to have their roots both in early

emerging physiological differences and in the quality of interactions between child and important caregivers, perhaps best captured at present in measures of infant attachment. Distinctions between emotional reactivity and emotional regulation the experience of arousal versus efforts to manage it and between other aspects of child temperament (e.g., sociability, activity level) and behavioral regulation or control are often obscure. Actual strategies of self management must often be inferred. To the extent that young children's expression of emotion and patterns of behavior are, in part, a function of both their own and their caregivers' control, they reflect evolving regulatory processes It goes without saying, however, that what is observed in children is also an indicator of physiologically based differences in emotional arousal, behavioral style, and even cognitive skills and style. For the purpose of this study, different indices of emotional expression and behavioral style will be grouped under the rubric of "regulation," recognizing that observed emotion and behavior are partly products of the child's biological disposition, his or her emerging strategies of self monitoring and self management, and caregiver style of support and control. Poor economical status ,cultural pattern, family habits child rearing practices, superstition, parents mood and job satisfaction among family members ,etc. influence on child behavior and may cause behavioral disorders, children with sickness and disability may have behavioral problems. Chronic illness and prolonged hospitalization can lead to this problem. 6.1 NEED FOR THE STUDY Mindless habitual behaviour is the enemy of innovation Rosabeth Moss Kanther A child is an important asset to family, society and nation. It is a precious gift and has a lot of potentials within. 6Childhood is the period of dependency. But when there is any complexity around them they cannot adjust with those circumstances. Then they behave in the socially acceptable way and behavioural problems develop with them.1 Every child is unique. All children follow basic patterns of growth and development from infancy to childhood. They develop physically, mentally and emotionally at their own pace. So the issues of concern are the sort of environment in which they develop. If the surrounding, like parenting, social customs and education do not support the development of child, it leads to behavioural problems like Enuresis, Thumb sucking, Temper tantrums, Pica, Sibling rivalry, Hair pulling etc.11 The prevalence of behavioural problems was higher among boys, second born boys and eldest girls had a higher prevalence of temper tantrums, destructive nature, difficulty in management and hyperactivity. Fearful reactions and attention seeking behaviour was encountered only in girls. 7Behavioural problems are more common in children from nuclear families and lower socio economic status.12 Negative, inconsistent parental behaviour and high levels of family adversity are Preschool period is one of rapid change in developmental, social, emotional, cognitive and linguistic abilities. The child is progressively developing more autonomy. Preschool children with early emergent behavior problems are likely to evince serious behavior problems, social skill deficits and academic difficulties later in life.

Child behaviour problems appear to be the result of an interaction among child characteristics, parent characteristics, harsh discipline, and mothers stress, depression, absent father and socio demographic risk factors associated with poverty. Children in poverty are exposed to multiple risks and interrelationships among these risk factors influence a childs behavioural development.14 A large number of children suffer from behavioural problems during their development. Many of these problems are transient and may not even be noticed. The extend of these problems and their overall effects on a childs development can be serious. Further, children may exhibit these behaviours in one setting and not in others. In developed countries, parents tend to seek advice minor problems such as persistent thumb sucking, while in developing countries major problems even childhood Schizophrenia may go unattended. An awareness of the prevalence of these problems is important so that appropriate mental health services can be planned and provided for affected children, to improve their prospectus for leading healthy, productive lives.15 The National Survey on Drug Use and Health (NSDUH) Report (2008), states that during the past two decades, there have been marked changes in inpatient services for preschool children with emotional and behavioral problems. It indicates that an estimated 2.6% are receiving home services for emotional and behavioral problems in the past 12 months in a hospital. A study was conducted on behavior problems among preschool children. Out of 200 Preschool children (aged 3-6 years), 44 (22%) had behavior problems. The prevalence was higher among boys and more common in children from nuclear families and a lower socio-economic status. It is also true that children are like wet cement; whatever falls on them make an impression. Psychological problems in childhood may lead to limited functional capabilities in adulthood. In todays fast paced world, almost every mother will tell you that she has a problem child on her hands. But this is really not the case one has to face basic problems and tensions while bringing up any child. But these problems are common to most parents and are not necessarily symptomatic of a behavioral problem that requires psychological counseling. In our daily life, we are meeting many of the working mothers children with behavioral problems. In our profession also we are facing these problems .Working women would have less time at her disposal for child care as compared to non working women .A comparative study on the impact of work by the mothers on child health was conducted in Bhilai. They compared a sample of 200 working educated mother and their 408 children with 200 nonworking mothers and their 440 children by observational method. Results show that physical and mental health status showed a significant co-relation with mothers length of service, type of substitute childcare and type of mothers profession. Working mothers produced a significant nutritional and psychological impact on the children. From the various literatures, it is clear that working status of mother does affect the development of children which sometimes is manifested as behavioral problems. It is true that in recent days, as the family structures differ such as nuclear family, which makes mandatory for mothers work as home maker as well as in other sectors, in order to support the family. This causes mothers to

spend less time with children for care and concern .This study intends to identify behavioral problems of preschool children of such mothers and to compare with preschool children of nonworking mothers. The implications of this study will highlight the concerns working and nonworking mothers need to consider to reduce occurrence of behavioral problems among preschool children. All young children behave badly from time to time, and occasional temper tantrums, aggression and defiance of authority are a normal part of growing up. Developing a consistent approach to diagnosis in the area of problem behavior is thus fraught with difficulty and not without controversy, since many problems or disorders are hard to define and assign to a single medical condition or syndrome.1 Children are the mirrors of a nation. They are our future and most precious resources. The quality of tomorrows world and perhaps even its survival will be determined by the wellbeing, safety and the physical and intellectual development of todays children. To predict the futu re of a nation, it has been remarked that one need not consult the stars; it can more easily and plainly be read on the faces of its children. 2 Report prepared by National Institute of Mental Health And Neurological Sciences (NIMHANS) on District Mental Health Programme highlights the need for school mental health programme along with teaching school teachers regarding identifying and managing behavioral problem. The recent studies estimated that only about 50% of the psychosocial problems of the children are identified by their primary physician or parents, 12-25% of all American school-age children and 13% preschoolers have emotional/behavioral disorders. The psychosocial problems increased from 6.8% to 18.7%. Attentional problems showed the greatest absolute increase (1.4%-9.2%) and emotional problems showed the increase (0.2-3.6%). The percentage of children with attention deficit/hyperactivity problems receiving medications increased from 32% to 78%. These increase in psychosocial problems were associated with increase in the proportions of single-parent families, parents get divorced, mothers employment and parent child relationship.3 Over the past several years, a number of studies have shown a rise in behavior problems among preschoolers. Investigators say that these problems include "prolonged tantrums, thumb sucking, enuresis, physical and verbal aggression, disruptive vocal and motor behavior, property destruction, self-injury, noncompliance, and withdrawal." At the same time, the Yale Child Study Center has found that U.S. preschoolers are three times more likely to be expelled from their classrooms than students in grades K-12. These findings are alarming, especially in light of the fact that challenging behaviors are one of the strongest predictors of more serious problems as kids grow older, including delinquency, aggression, anti-social behavior, and substance abuse. What's going on? More importantly, what can we do about it? The psychological problems found to be in 44% of the children. Anxiety related symptoms 67%, emotional problems, particularly depression 62% and conduct problems 49% were found. A big group of the population in any city/country is that of students and the life of students is becoming

more and more stressful. Family is the nuclear of all social groups because of its functional importance of the child. It is where healthy habits are learnt by the child. According to Tyrer and Tyrer(1974) absenteeism in the later years of schooling is predictive of depression in adult hood 4 American Academy of Pediatrics Division of Child Health Research, the majority of pediatrician surveyed found that mothers should not work outside the home from their childs infancy to early school age. The connection of children with their mothers at a young age will allow a close bond. This will make the communication between parent and child easier especially during the middle school and high school years. The attention and moral values the child receives will help to guide the child in a positive direction as they get older.5 The effects of maternal employment on children have negative action and positive action. Hence there is a need to study the difference in psychosocial problems of children of working and nonworking mothers. This will helps the working mothers to improve the care given towards their children. This will also will help them to concentrate on their emotional and behavioral characteristics. This intern reflects their personality development. A COMPARATIVE STUDY TO ASSESS THE BEHAVIORAL PROBLEMS AMONG PRESCHOOL CHILDREN OF WORKING AND NON- WORKING MOTHERS IN SELECTED AREA OF MOGA (PUNJAB). AIMS OF STUDY-To assess the behavioural problems among preschool children of working and non working mothers. OBJECTIVES 1. To assess the behavioural problems among children of working mothers. 2. To assess the behavioural problems among children of non working mothers. 3. To compare the behavioural problems among children of working and non- working mothers 4. To find out association between behavioral problems among children of working and non working mothers with their selected demographic variables HYPOTHESIS:H1: There will be significant difference in the level of behavioral problems among preschool childrens of working and non- working mothers. H2: There will be significant association between the level of behavioral problems of preschool children among working and non working mothers with their selected demographic variables. ASSUMPTIONS The study assumes that: The children of working mothers will have behavioral problems. Working mothers will spend less time towards the care of their children. There will be some difference in the occurrence of behavioral problems among children of working and non-working mothers.

Levels of behavioral problems vary from child to child. Behavioral problems can be assessed by expressed opinions of mothers using a rating scale. Operational definitions Behavioral problems: Behavioral problems refer to disorders that represent significant deviation from the normal behavior as expressed by mothers to a rating scale on behavioral problems of preschool children, which will be categorized into habit problem, problems of eating, sleep problems, speech problems, scholastic problems, sexual problems, personality problems and anti social problems. Preschool children: In this study, the preschool children refer to the children in the age group of 3-6 years. Working mothers: In this study working mother refers to women working in private or public sectors, who work for about 6-8 hours a day to support family income. Non-working mothers: In this study non-working mother refers to those women managing household activities and not involved by any external sector for an employment to support their family.

Review of literature Behavior problems among pre school children of working mothers. 1.Wen-Jui Han (2008) conducted a study to assess the shift work and child behavioral outcomes 4-10 years of children in U.S. The results suggest that maternal shift work may contribute to more behavioral problems. Of all children whose mothers worked non-day shifts, the strongest associations were found for children who lived in single-mother or low-income families, whose mothers worked in cashier or service occupations, and whose mothers worked non-day shifts full-time. 2. Anitha J, Jayasudha A, Kalaiselvi (2010 July ) conducted a study to assess the behavioral problems among preschool children in Salem, India. The findings of the study reveals that, the level of behavioral problems among 50 preschool children of employed mothers, 33 (66%) of them had moderate behavioral problems and 17 (34%) of them had mild behavioral problems. Whereas among 50 preschool children of unemployed mothers, 11(22%) of them had moderate behavioral problems and 39(78%) of them had mild behavioral problems. The study finding shows that behavioral problems are found high among preschool children of employed mothers than the preschool children of unemployed mothers. 3. Mukherjee S.(2009 sept.) conducted a study to analyze the effect of mothers employment on cognitive outcomes of her children. A panel of children aged 3 to 15 are analyzed to explore the effect of maternal employment on a childs mental health outcomes. Using ordinary least squares and fixed effects estimates, it was found that mothers who spend more time at home have children with fewer emotional problems, they scored lower behavioral problems index: they are also less likely to be frequently unhappy or depressed. In addition, children with mothers spending more time at home are less likely to hurt someone, stealing something, or skip school.

4.Kuruvilla M. (2002 Aug) Conducted a study on supporting system and certain behavioral problems in preschool children in Malappuram district in Kerala. It was conducted on a sample of 100 pre-school children of the age group of above four years, i.e. UKG students belonging to the different types of preschools. Comparison of behavior problems of boys and girls revealed no significant difference in between the two groups. The results favor the children of high-socio economic status with less behavior problems whereas the children of low socio economic status were found to have the highest extent of behavior problems. Preschool children of working mothers were found to have more behavior problems than their counter part. 5.Stephanie S. Daniela, Joseph G. Grzywaczb, Esther Leerkesa et.al(2009) conducted a study to assess the nonstandard maternal work schedules during infancy. It was found that there was an associations between maternal nonstandard work schedules during infancy and children's early behavior problems, and the extent to which infant temperament was moderate in associations. At 24 and 36 months, children whose mothers worked a nonstandard schedule had higher internalizing and externalizing behaviors. Evidence suggests that temperamentally reactive children may be more vulnerable to maternal work schedules. Maternal depressive symptoms partially mediated associations between nonstandard maternal work schedules and child behavior outcomes. 6.Galboda-Liyanage KC, Prince MJ, Scott S.(2003) conducted a study to assess the behavior problem and Mother-child joint activity. It was found that activity cause significant burden to the family, schools and health services. The lower levels of mother-child joint activity remained independently associated with behavior problems of pre-school children both on a binary and a continuous scale after adjusting for a wide range of household, maternal and child circumstances. 7.Zsuzsa Blasko (2008 June)conducted a study to assess the early maternal employment and childrens psychological development. The result suggests that early maternal employment has an clear adverse effect on childrens socioemotional development during early years of life. There was incongruence between maternal employment preferences and actual behavior during high level of occupational stress, low income and low complexity of work. Children of working mothers show behavioral problems than their counterparts. Behavior problems among pre school children. 8.Ravinder K. Gupta, Ritu Gupta (april 2003-2004) conducted a study to assess the clinical Profile of Pica in Childhood. The study results revealed that there was a definite male predominance (M: F-1.5: 1). the majority (64 %) of children belonged to 2-4 year age group as shown in. About 32 %mothers gave direct history of pica. The presenting complains were cough (30 %), pain abdomen (34 %),poor appetite (26 %), increasing pallor (19%), diarrhea off and on (17%), vomiting (12%), abdominal fullness 9.Woods, Douglas W,Fuqua, R. Wayne,Siah, Adelene,Murray, Laura K.et al (2001) conducted a study to assess the nail biting is a common behavior in children. The findings of the study

suggested that the 25% of 6 year olds may bite their nails. It was also suggested that nail biting is evoked by states of "tension" or "anxiety". 10.Jennifer Vriend and Penny Corkum conducted a study to assess the clinical management of behavior insomnia of childhood. The result suggested that behavioral insomnia is highly prevalent, affecting approximately 25% of children. Biological, cognitive, and psychosocial developmental changes contribute to behavioral insomnia and also affect sleep.