Ouagadougou: Externalizing disorders in preschool children are primarily an expression of unmet developmental needs and early emotional deprivation, argued Dr. Idrissa Kabor© on Friday during the defense of his doctoral thesis in Human and Social Sciences, specializing in psychology, with a focus on clinical psychology and psychopathology.
According to Burkina Information Agency, the research examined the developmental trajectories and specific needs of children with externalizing disorders in Burkinabe preschools, a topic deemed original and relevant, as it remains relatively unexplored in African and Burkinabe contexts, according to the jury members.
According to Dr. Idrissa Kabor©, who is also the Inspector General of Early Childhood Education, the study, conducted with children aged 3 to 6 years, highlights that externalizing disorders such as hyperactivity, aggression, opposition, irritability or temper tantrums significantly hinder learning processes from preschool onwards and compromise school and social adaptation.
The researcher emphasizes that these developmental trajectories are closely linked to early emotional deprivation, sometimes detectable as early as pregnancy, breastfeeding, or the first years of life. Family disorganization, unstable living environments, unsupportive parenting practices, and a lack of attention and emotional availability from parental figures also constitute key risk factors in the emergence and maintenance of these disorders.
Faced with this situation, Dr. Kabor© invites Early Childhood Educators, parents and society as a whole to no longer read externalized disorders as simple behavioral deficits (indiscipline, bad education, etc.), but as warning signs on the developmental level.
He argues that early, comprehensive and tailored management of externalized disorders from preschool onwards would contribute to building quality human capital, essential for the sustainable development of Burkina Faso.
To this end, the psychologist recommends, in particular, raising awareness and training parents on the fundamental developmental and emotional needs of children, and strengthening teachers' skills, especially regarding appropriate educational attitudes and professional approaches when dealing with children exhibiting externalizing disorders.
He also advocates for strengthening the capacities of preschool facilities, which should be spaces for listening, containment, and the development of the child's personality, as well as improving play areas and ensuring the availability of appropriate educational tools.
The jury, chaired by Professor Fla Kou©ta, a senior pediatrician, judged the work to be scientifically relevant and of definite interest, and accepted it with the highest distinction.
For Professor Kou©ta, this study raises the alarm about the need for early and structured management of externalizing disorders, in order to prevent them from harming the child's development, the school climate and, in the long term, the balance of society.