Understanding the Distinctive Differences between Relationally and Physically Aggressive Behaviours Used in Early Childhood Contexts

Autor/in	Swit, Cara S.
Titel	Understanding the Distinctive Differences between Relationally and Physically Aggressive Behaviours Used in Early Childhood Contexts
Quelle	In: Early Education and Development, 30 (2019) 7, S.927-946 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swit, Cara S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1603579
Schlagwörter	Aggression; Preschool Teachers; Incidence; Intervention; Sex Stereotypes; Teacher Attitudes; Parent Attitudes; Behavior Problems; Preschool Children; Early Childhood Education; Foreign Countries; Observation; Comparative Analysis; New Zealand + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Vorkommen; Lehrerverhalten; Elternverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Beobachtung; Neuseeland
Abstract	Although there has been considerable research on the distinction between categories of relational and physical aggression, very little is known about the difference in nature of these behaviours. This study presented early childhood educators (N = 123) and parents (N = 112) with common relationally and physically aggressive behaviours, to determine whether item-level behaviours differ in prevalence, intervention and whether differentiated gender perceptions for each behaviour exist. Research Findings: Educators and parents reported observing and intervening in direct relationally aggressive behaviours more frequently compared to indirect relationally aggressive behaviours. Physical acts of aggression were reported more frequently compared to threats of physical aggression. Gender stereotypical perceptions of girls' and boys' aggression were evident, with boys being reported to engage in physical aggression more frequently. In comparison, relational aggression was more common in girls. At an item-level, there were some behaviours that educators identified both boys and girls using about equally. Practice or Policy: These findings highlight that meaningful differences exist between relationally aggressive and physically aggressive behaviours when examined at an item-level. A greater understanding of the most common behaviours used during early childhood will allow researchers, practitioners, and parents to focus their intervention efforts more specifically on these behaviours. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01