Early Childhood Educators Attitudes towards Playful Aggression among Boys: Exploring the Importance of Situational Context

Autor/in	Hart, Jennifer L.
Titel	Early Childhood Educators Attitudes towards Playful Aggression among Boys: Exploring the Importance of Situational Context
Quelle	In: Early Child Development and Care, 186 (2016) 12, S.1983-1993 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1146262
Schlagwörter	Early Childhood Education; Teacher Attitudes; Play; Aggression; Males; Preschool Children; Preschool Teachers; Vignettes; Video Technology; Observation; Context Effect; Profiles; Statistical Analysis; Developmentally Appropriate Practices; Zero Tolerance Policy; Online Surveys + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Spiel; Male; Männliches Geschlecht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Beobachtung; Charakterisierung; Profilanalyse; Statistische Analyse; Entwicklungsbezogene Bildung
Abstract	The current study investigates the influence of situational context on perceptions of playful aggression. Using an online data collection instrument embedded with video vignettes showing young boys engaged in aggressive play behaviour, 36 situational profiles that are defined by the unique combinations of variables believed to influence attitudes about playful aggression were created and analysed using the conjunctive analysis of case configurations methods [Miethe, T. D., Hart, T. C., & Regoeczi, W. C. (2008). The conjunctive analysis of case configurations: An exploratory method for discrete multivariate analyses of crime data. "Journal of Quantitative Criminology", 24(2), 227-241]. Educators' perceptions of playful aggression varied considerably, depending on the particular contextual profile that was observed. Significant contextual variability also exists within the groups of profiles perceived by educators' as "most" playful and "least" playful. Policy implications are discussed and recommendations for future research are offered. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01