Canadian Female and Male Early Childhood Educators' Perceptions of Child Aggression and Rough-and-Tumble Play

Autor/inn/en	Bosacki, Sandra; Woods, Heather; Coplan, Robert
Titel	Canadian Female and Male Early Childhood Educators' Perceptions of Child Aggression and Rough-and-Tumble Play
Quelle	In: Early Child Development and Care, 185 (2015) 7, S.1134-1147 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.980408
Schlagwörter	Foreign Countries; Early Childhood Education; Preschool Children; Preschool Teachers; Aggression; Child Behavior; Teacher Attitudes; Play; Questionnaires; Online Surveys; Classroom Environment; Vignettes; Followup Studies; Gender Differences; Sex Role; Academic Achievement; Peer Evaluation; Social Behavior; Socialization; Expectation; Child Care Centers; Educational Practices; Multivariate Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Spiel; Fragebogen; Klassenklima; Unterrichtsklima; Follow-up studies; Kontaktstudium; Geschlechterkonflikt; Geschlechterrolle; Schulleistung; Social behaviour; Soziales Verhalten; Socialisation; Sozialisation; Expectancy; Erwartung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Bildungspraxis; Multivariate Analyse; Kanada
Abstract	This study investigated female and male early childhood educators' (ECEs) perceptions of young children's aggression and rough-and-tumble play in the Canadian early childhood classroom. Participants were drawn from a larger sample of ECEs who completed an online questionnaire regarding their perceptions of young children's behaviours in the classroom. This study involved n?=?11 males from this sample and a matched subset of n?=?11 females. Participants were presented with a series of vignettes depicting children displaying different types of aggression (i.e. relational, physical) as well as rough-and-tumble play, and completed a series of follow-up questions pertaining to their attitudes for each type of behaviour. Results showed compared to their female counterparts, male ECEs reported that both physical aggression and rough-and-tumble play held less negative social and academic implications for boys than girls. Educational implications for gender-inclusive, play-based early childhood programmes are discussed. (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