Parent-Educator Agreement on Emotional and Behavioral Problems in Greek Preschoolers: A Multi-Informant Study Using the CBCL/1½-5 and the C-TRF

BackgroundEarly childhood mental health problems have significant developmental implications, yet prevalence data for Greek preschoolers remains limited. Parent-educator agreement in very young children is understudied despite the importance of multi-informant assessment. This study examined emotional and behavioral problems in Greek preschool children, using parent and educator reports.MethodsCommunity sample of 216 children (mean age 34 months) attending municipal nurseries in Thessaloniki, Greece. Parents completed the CBCL/1½-5 and educators the C-TRF. For 158 children, both informants provided ratings. Sample-derived cut-offs determined prevalence. Parent-educator agreement was examined using correlations and mixed-design ANCOVAs.ResultsUsing sample-derived cut-offs, 12-13% of preschoolers required mental health attention, with consistent prevalence across informants for Total Problems (13.1% vs 12.8%), Internalizing (12.1% vs 12.8%) and Externalizing Problems (12.1% vs 12.8%). Parents rated children significantly higher than educators on Total Problems, Externalizing behaviors, Aggressive behavior, and Somatic complaints, even after controlling for age and gender. Correlations were moderate but significant (r = .17-.55), with highest agreement on Internalizing Problems (r = .549).ConclusionsFindings establish baseline prevalence data for Greek preschoolers and demonstrate systematic contextual differences in behavioral observation, supporting multi-informant approaches and highlighting the need for standardized early identification protocols and integrated care pathways in Greece.