Swipe om te navigeren naar een ander artikel
Declaration: This manuscript is an original work that has not been submitted to nor published anywhere else.
Although links have been found between parents’ and teachers’ (caregivers’) attitudes about aggressive behavior, their responses to aggressive behaviour in children, and those children’s own use of aggressive behaviour, most research has focused on primary and secondary school contexts and has examined the influence of parents and teachers separately. The current study explored both parents’ and teachers’ beliefs and intervention strategies for relational and physical aggression in early childhood settings. Teachers (N = 18; Mage = 34.8 years) and parents (N = 68; Mage = 32.2 years) were presented with vignettes portraying relational and physical aggression. Following each vignette, their perceptions of the seriousness of the act, empathy for the victim, likelihood to intervene, and intervention strategies used to respond to each vignette were assessed. Teachers were also interviewed about examples of aggression that have been seen in preschool age children. Results indicated that caregivers viewed relational compared to physical aggression as more normative, and had less empathy for, and were less likely to intervene in instances of relationally aggressive behaviour. They also recommended more passive intervention strategies towards relationally aggressive children and more direct strategies towards physically aggressive children. Interview responses indicated that teachers perceived the primary cause of aggression to be related to developmental characteristics of the child. Implications for how these findings about adult–child interactions impact the development of relational and physical aggression are discussed.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Australian Bureau of Statistics. (2011). Australian Social Trends: September 2011. Retrieved from: http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/LookupAttach/4102.0Publication21.09.114/$File/41020_Community_Sep2011.pdf.
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1–60). Greenwich, CT: JAI Press.
Baxter, J., & Hand, K. (2013). Access to early childhood education in Australia (Research Report No. 24). Melbourne: Australian Institute of Family Studies.
Bjoerkqvist, K., Lagerspetz, K. M. J., & Kaukiainen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18, 117–127. doi: 10.1002/1098-2337(1992)18:2<117::AID-AB2480180205>3.0.CO;2-3. CrossRef
Bjorkqvist, K. (1994). Sex differences in physical, verbal, and indirect aggression: A review of recent research. Sex roles, 30, 177–188. CrossRef
Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Overt and relational forms of aggression during childhood and adolescence: A meta-analytic review of sex differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185–1229. doi: 10.1111/j.1467-8624.2008.01184.x. CrossRefPubMed
Casas, J. F., Weigel, S. M., Crick, N. R., Ostrov, J. M., Woods, K. E., Jansen-Yen, E. A., & Huddleston-Casas, C. A. (2006). Early parenting and children’s relational and physical aggression in the preschool and home contexts. Applied Developmental Psychology, 27, 209–227. doi: 10.1016/j.appdev.2006.02.003. CrossRef
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101. CrossRef
Crick, N., Casas, J., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33, 579–588.
De Wet, C. (2007). Educator’s perceptions on bullying prevention strategies. South African Journal of Education, 27, 91–208.
Gower, A. L., Lingras, K. A., Mathieson, L. C., Kawabata, Y., & Crick, N. (2014). The role of preschool relational and physical aggression in the transition to Kindergarten: Links with social-psychological adjustment. Early Education and Development, 25, 619–640. doi: 10.1080/10409289.2014.844058. CrossRefPubMedPubMedCentral
Harrison, L., Ungerer, J. A., Smith, G. J., Zubrick, S., Wise, S., Press, F., & Waniganayake, M. (2009). Child care and early education in Australia: The Longitudinal Study of Australian Children. Canberra: Dept. of Families, Housing, Community Services and Indigenous Affairs.
Huesmann, L. R. (1998). The role of social information processing and cognitive schema in the acquisition and maintenance of habitual aggression behavior. In R. E. Geen & E. Donnerstein (Eds.), Human Aggression: Theories, Research, and Implications for Policy (pp. 73–109). New York: Academic Press. CrossRef
Kawabata, Y., Alink, L. A., Tseng, W., Van Ijzendoorn, M. H., & Crick, N. R. (2011). Maternal and paternal parenting styles associated with relational aggression in children and adolescents: A conceptual analysis and meta-analytic review. Developmental Review, 31, 240–278. doi: 10.1016/j.dr.2011.08.001. CrossRef
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, Article 963. 10.3389/fpsyg.2013.00863
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. L. (2012). The contribution of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 41, 141–159.
Mishna, F., Scarcello, I., Pepler, D., & Wiener, J. (2005). Teachers understanding of bullying. Canadian Journal of Education, 28, 718–738. doi: 18.104.22.168. CrossRef
Murray-Close, D., Ostrov, J. M., & Crick, N. R. (2007). A short-term longitudinal study of growth of relational aggression during middle childhood. Associations with gender, friendship intimacy, and internalising problems. Development and Psychopathology, 19, 187–203. doi: 10.1017/S0954579407070101. CrossRefPubMed
Mize, J., Pettit, G. S., & Brown, E. G. (1995). Mothers’ supervision of their children’s peer play: Relations with beliefs, perceptions, and knowledge. Developmental Psychology, 31, 311–321.
Nelson, D. A., & Crick, N. R. (2002). Parental psychological control: Implications for childhood physical and relational aggression. In B. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents (pp. 161–189). Washington, DC: American Psychological Association (APA) Books. CrossRef
Owens, L., Shute, R., & Slee, P. (2000). “Guess what I just heard!”: Indirect aggression among teenage girls in Australia. Aggressive Behavior, 26, 67–83. doi: 10.1002/(SICI)1098-2337(2000)26:1<67::AID-AB6>3.0.CO;2-C. CrossRef
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. CrossRef
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first year of school. School Psychology Review, 33, 444–458.
Porter, C., Hart, C., Yang, C., Zeng, Q., & Robinson, C. (2002). A n exploratory study of child temperament and parenting. Chinese and US comparisons. Paper under review and presented at the XVIth Biennial Meeting of the International Society for the Study of Behavioral Development, Beijing, China, July 11-14, 2000.
Russell, A., Hart, C. H., Robinson, C., & Olsen, S. F. (2003). Children’s sociable and aggression behavior with peers: A comparison of the U.S. and Australia, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 74–86. doi: 10.1080/01650250244000038. CrossRef
Swit, C., & McMaugh, A. (2012). Relational aggression and prosocial behaviors in Australian preschool children. Australasian Journal of Early Childhood, 37, 30–34.
Tremblay, R. (1999). When children’s social development fails. In D. P. Keating & C. Hertzman (Eds.), Developmental health and the wealth of nations: Social, biological, and educational dynamics (pp. 55–71). New York: The Guilford Press.
Tremblay, R. E. (2016). The development of aggressive behaviour during childhood: What have we learned in the past century?. International Journal of Behavioral Development, 24(2), 129–141. CrossRef
Waasdorp, T. E., & Bradshaw, C. (2009). Child and parent perceptions of relational aggression within urban predominantly African American children’s friendships: examining patterns of concordance. Journal of Child and Family Studies, 18, 731–745.
Yoon, J. (2004). Predicting teacher interventions in bullying situations. Education and Treatment of Children, 27, 34–45.
- Teacher and Parent Perceptions of Relational and Physical Aggression During Early Childhood
Cara S. Swit
Anne L. McMaugh
Wayne A. Warburton
- Springer US