Behavioral Problems Among Preschool Children in Thailand’s Southernmost Province: A Cross- Sectional Study

Background As Thailand enters a full-fledged aging society, investing in and monitoring early childhood development is crucial for sustainable elderly care—especially in the Deep South provinces, where unrest, poverty, drug use, and low educational attainment persist. This cross-sectional study investigated the prevalence of behavioral problems among preschool children and how these problems vary according to child characteristics and parental socioeconomic status. Methods Data were collected through questionnaires, with teachers from three early childhood centers in Pattani Province evaluating 150 children aged 2–4 years. K-means clustering was employed to group children based on 13 behavioral indicators. Frequencies and percentages were used to describe the distribution of the data, and the chi-squared test was applied to assess associations between behavioral outcomes and the demographic characteristics of children and their parents. Results The most prevalent behavioral issue was frequent crying or attention-seeking when demands were not met, affecting 10.6% of the children. The second most common behavior was a lack of cooperation or participation during learning activities, affecting 10% of the sample. Based on the behavioral scores, K-means clustering identified three distinct groups representing varying levels of behavioral risk. The first cluster, representing minimal risk, had a mean score of 0.89 and a median of 0. The second cluster, indicating moderate risk, had a mean of 8.75 and a median of 8. The third cluster, representing high risk, had a mean score of 27.17 and a median of 25.5. For further analysis, the moderate- and high-risk clusters were combined to form a single "behavioral problem" group. Overall, 22% of the children were classified as exhibiting behavioral problems. The prevalence varied across different demographic groups, suggesting that child and parental characteristics may influence behavioral outcomes. Conclusions These findings underscore the importance of early identification and intervention. Relevant agencies—including educational institutions, health services, and early childhood organizations—should be aware of behavioral issues in young children and take proactive measures to address them.