This study examined whether anxiety symptoms in preschoolers reflect subtypes of anxiety consistent with current diagnostic classification systems, or should be better regarded as representing a single dimension. Parents of a large community sample of preschoolers aged 2.5 to 6.5 years rated the frequency with which their children experienced a wide range of anxiety problems. Exploratory factor analysis indicated four or five factors and it was unclear whether separation anxiety and generalized anxiety represented discrete factors. Results of confirmatory factor analyses indicated a superior fit for a five-correlated-factor model, reflecting areas of social phobia, separation anxiety, generalized anxiety, obsessive-compulsive disorder and fears of physical injury, broadly consistent with DSM-IV diagnostic categories. A high level of covariation was found between factors, which could be explained by a single, higher order model, in which first order factors of anxiety subtypes loaded upon a factor of anxiety in general. No significant differences were found in prevalence of anxiety symptoms across genders. Symptoms of PTSD in this sample were rare.

This article reports results from an early intervention program aimed at preventing the development of anxiety in preschool children. Children were selected if they exhibited a high number of withdrawn/inhibited behaviors--one of the best identified risk factors for later anxiety disorders--and were randomly allocated to either a 6-session parent-education program or no intervention. The education program was group based and especially brief to allow the potential for public health application. Children whose parents were allocated to the education condition showed a significantly greater decrease in anxiety diagnoses at 12 months relative to those whose parents received no intervention. However, there were no significant effects demonstrated on measures of inhibition/withdrawal. The results demonstrate the value of (even brief) very early intervention for anxiety disorders, although these effects do not appear to be mediated through alterations of temperament.

This brief, inexpensive intervention shows promise in potentially altering the trajectory of anxiety and related disorders in young inhibited children.

Despite the popular belief that chocolate adversely affects young children's behaviour, there have been no direct investigations into the behavioural response to chocolate consumption. This study investigated the effect of chocolate ingestion on the behaviour of 26 preschool children. Dried fruit was consumed in a separate condition to control for nonspecific factors, such as excitement and novelty, associated with the effects of receiving positive substances. Children were observed while they listened to a short story, immediately before and 30 minutes after they ate chocolate or fruit. The children's behaviours were videotaped and scored by two blind raters who coded their behaviours according to six objective and two subjective measures. There were no significant behavioural changes due to consumption of either chocolate or fruit on subjective and objective ratings. These findings raise questions about the popular perception that chocolate promotes poor attention and increased activity in preschool children.

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