Social Information Processing and Aggressive Behavior in Early Childhood: A Brazilian Birth Cohort Study.

Influence of marital conflict on young children's aggressive behavior in South Korea: The mediating role of child maltreatment

Aggressive behavior in children is one of the behaviors that requires primary attention in children's education and care, because this behavior can endanger the child and those around him. However, this behavior can be controlled by parents, namely by providing attachment or emotional ties to the child. This research aims to determine the influence and role of attachment between children and mothers in controlling aggressive behavior in early childhood at RA Muslimat NU 1 Tulusrejo. This research method uses simple linear regression analysis with a quantitative approach involving 85 samples consisting of mothers of RA Muslimat NU 1 Tulusrejo students. Sampling using techniques of simple random sampling. This research shows a coefficient of determination value of 0.237 with a significance level (p) of 0.000 (p < 0.05) and a correlation of (-0.487). The results of the study show that there is a negative relationship between attachment between child and mother and aggressive behavior in early childhood. This means that the stronger the level of attachment between child and mother, the lower the aggressive behavior in early childhood, especially at RA Muslimat NU 1 Tulusrejo. So it can be concluded that there is an influence of attachment between child and mother in controlling aggressive behavior in early childhood at RA Muslimat NU 1 Tulusrejo. This research highlights the importance of early relationship experiences and quality of parenting in preventing or reducing aggressive behavior in early childhood, focusing on the role of attachment between child and mother in controlling aggressive behavior through the formation of emotional bonds from an early age by emphasizing the importance of intervention at the child's developmental stage

Introduction. At present, the causes and methods of manifestation of aggression in children with hearing impairment are considered as an insufficiently studied problem, and the available studies are contradictory: the unified principles, methods and techniques for diagnosing and correcting aggressive behavior in children are insufficiently developed and substantiated. Severe emotional states, including aggression, are a fairly common occurrence in older preschool children with hearing impairment, when they realize their difference from their normal hearing peers. Household methods of dealing with aggression do not always help, often exacerbate the problem. Preventive and corrective work should be based on the means available for understanding by children of preschool age. Fairy tale therapy has effective methods and techniques in correctional and developmental work with children with hearing impairment in work with manifestations of aggression.Materials and Methods. Review and critical analysis of scientific literature. Empirical research methods: study of medical records, experiment. Method of mathematical processing of research results.Results. Methods for diagnosing aggressive behavior and methods for its correction in preschool children with hearing impairment are analyzed. The initial level of manifestation of aggression in children of senior preschool age with hearing impairment was revealed. A program and methodological recommendations for the correction of aggressive behavior in senior preschool children with hearing impairment by means of fairy tale therapy in the conditions of a preschool educational organization have been developed. During the analysis of the results of the study of children in the experimental and control groups, a decrease in the indicators of the manifestation of aggressive behavior was observed, which confirms the effectiveness of the developed program.Discussion and Conclusions. The implementation of the program for the correction of aggressive behavior in children of senior preschool age with hearing impairments by means of fairy tale therapy should be carried out in the conditions of a preschool educational organization and boarding schools, when methods and techniques for preventing and correcting aggressive behavior of children based on fairy tales are included in the correctional and developmental lesson. taking into account in the process of its implementation the structure of hearing impairment, the psychological characteristics of preschool children with hearing impairment.

Social information processing theory hypothesizes that aggressive children pay more attention to cues of hostility and threat in others' behavior, consequently leading to over-interpretation of others' behavior as hostile. While there is abundant evidence of aggressive children demonstrating hostile attribution biases, less well documented is whether such biases stem from over-attendance and hypersensitivity to hostile cues in social situations. Over-attendance to hostile cues would be typified by deviations at any stage of the multi-stage process of social information processing models. While deviations at later stages in social information processing models are associated with aggressive behavior in children, the initial step of encoding has historically been difficult to empirically measure, being a low level automatic process unsuitable for self-report. We employed eye-tracking methodologies to better understand the visual encoding of such social information. Eye movements of ten 13-18year-old children referred from clinical and non-clinical populations were recorded in real time while the children viewed scenarios varying between hostile, non-hostile and ambiguous social provocation. In addition, the children completed a brief measure of risk of aggression. Aggressive children did attend more to the social scenarios with hostile cues, in particular attending longest to those hostile scenarios where the actor in the scenario had a congruent emotional response. These findings corroborate social information processing theory and the traditional bottom-up processing hypotheses that aggressive behavior relates to increased attention to hostile cues.

Introduction. Child aggression is one of the significant problems in pedagogy, psychology, and law. Despite the fact that aggressive behavior of children is most often considered as a quite common phenomenon, the inability to overcome and control it leads to serious problems and consequences with age. The analysis of the issue of responsibility for causing harm to the health of other pupils by a child in a preschool educational institution leads to an understanding of the uncertainty of the legal basis of the actions of the institutionʼs specialists. This uncertainty is exacerbated by the lack of a clear legal status of a preschool educational institution and the lack of legal culture of teachers when faced with predeviant – maladaptive behaviors of preschoolers. Taken together, this creates ambiguity in the reactions and actions of preschool education specialists, and may exacerbate the problems of pupils and the consequences of their aggressive behavior. The purpose of the article – to determine the legal basis of responsibility of preschool educational institution specialists in the situation of illegal behavior of young children, as a key substantive component of a new educational program in the system of additional education for teachers. Methodology. As the main ones, such theoretical research methods are used as: analysis of available theoretical data on the problem; generalization of data related to the research topic and which are reliable. Results. In their previous work, the authors identified the phenomena of child aggression and violence as a psychological and pedagogical problem on the one hand, and as a legal problem on the other. Based on the conducted research, a description and definition of the illegal behavior of young children is given, based on legal pedagogy and the psychology of aggression. The analysis of the legal status of a preschool educational institution and the legal position of its employees in the occurrence and resolution of situations related to child aggression is carried out. A pedagogical innovation is proposed in the form of a program of additional professional education for teachers of preschool educational institutions on the prevention and adequate response to childrenʼs aggressive behavior. Conclusions. The definition of aggressive behavior of minors in a preschool educational institution is given from the perspective of law, age psychology and legal pedagogy. The conclusion is made about the importance of psychological and pedagogical prevention of aggressive behavior in pre-school conditions. The legal basis for the responsibility of preschool specialists in situations of illegal behavior of young children and the legislative acts regulating them have been clarified. The necessity and expediency of introducing a new program of additional professional education for teachers of preschool educational institutions is substantiated.

Hostile attribution bias and aggression in children and adolescents: A systematic literature review on the influence of aggression subtype and gender

The teacher's strategy in this research is the effort made by the teacher to achieve the goal of fostering and handling aggressive behavior in early childhood which is a problem in the learning process at school. Aggressive behavior in this research is the child's attitudes, actions and words when the child interacts with other people which shows anger and emotional outbursts as well as harsh words such as scolding and shouting at other people expressed by the child which can disrupt the learning process at school. The aim of this research is to determine teachers' strategies for dealing with aggressive behavior in early childhood. This research is qualitative research with the nature of a case study and is described descriptively. Data collection techniques in this research are observation, interviews and documentation. The data analysis technique in this research uses a model, namely data reduction, data presentation and drawing conclusions. The results of this research are about the teacher's strategy in dealing with children's aggressive behavior, namely the teacher embracing the child when the child takes action. aggressive, persuade teachers and give good advice to children, teachers must also be gentle in dealing with children who behave aggressively. Based on this research case study, it is known that the strategies implemented by the teacher can reduce children's aggressive behavior well using the Book Antiqua font size.

Crick and Dodge’s SIP theoretical model proposes that children use previously stored memories, past experiences, and formed representations that influence six mechanisms that are in turn used in deciding how to act in social situations (Crick & Dodge, 1994). Research has demonstrated a strong link between social information processing (SIP) and child aggression. Furthermore, SIP has been shown to mediate the relation between several parenting practices and child aggression. Research has also shown a strong relation between interparental conflict and child aggression. The focus of the current study was to determine if SIP serves as a mediator between parental conflict and aggression in children. This study conducted secondary analyses of longitudinal data from the Child Development Project. Participants were children, parents, and teachers across three sites and two cohorts who were recruited as the child participants entered kindergarten. Data were collected across seven waves from child ages 5 through 11. Interparental Conflict was assessed using mother and father reports on the Conflict Tactics Scale and four SIP steps were measured using four paper and pencil measures. Child aggression was assessed by mothers and teachers using the aggression scales on the Child Behavior Checklist and Teacher Report Form, respectively. Longitudinal mediation models following guidelines outlined by McKinnon (2008) were used to test SIP as a mediator between interparental conflict and aggression. Confirmatory Factor Analysis supported the creation of latent variables for SIP and child aggression. A composite score was calculated and used for interparental conflict in the SEM models. SEM revealed that interparental conflict did not predict changes in SIP or changes in child aggression. For the most part, SIP also did not predict concurrent child aggression or changes in child aggression over time. Direct effects of aggression on interparental conflict, indirect effects of aggression on SIP and of SIP on interparental conflict, and total effects in the models were not significant. The data did not support the hypothesis that SIP mediates the relation between parental conflict and child aggression. Study strengths and limitations and future research directions are discussed.

There is ample research on aggression amongst children and adolescents that highlights several antecedents of aggression. While researchers have remarked on the relationship between parenting styles and aggression in children, there are few studies that integrate and systemize the available studies on parenting styles and aggression. The present review is an attempt to fill this gap. For this review, relevant studies were first searched, then coded and classified. As a result of thorough review, 34 relevant studies were identified. The review shows that parenting styles have a direct impact on aggression in children. Authoritative parenting styles play a positive role in psychological behavior in children while authoritarian and permissive parenting styles result in aggressive and negative behaviors in children. The current study also suggests that there is room to conduct studies on this topic in developing countries. Future research should be undertaken in developing and under-developed countries and should focus on mixed modes of research and examine the direct influence of parenting styles on aggressive behavior in children in different cultural contexts.

Aggressive behavior in children is a serious problem that can have far-reaching consequences for both children themselves and their families, as well as for society as a whole. Understanding the characteristic features of aggressiveness in children is key to developing effective strategies for prevention and correction. Its manifestations can be different: from physical aggression (hitting, pushing) to verbal (insults, threats) and emotional (anger, resentment). In today's world, where children are constantly exposed to the flow of information, violence and stress, the issue of aggressive behavior is becoming more and more relevant. The increase in the number of cases of bullying, cruelty and violence among children indicates the need for a deep study of this problem. The purpose of the article is to study the characterological features of manifestations of aggressiveness in children, to identify factors influencing its development, and to provide recommendations for prevention and correction. Various types of aggression, factors that provoke it, and age-related features of its manifestations are described. The types of children's aggression are considered: physical aggression (is the most common type of aggressive behavior in children, it can manifest itself in the form of hitting, pushing, spoiling things), verbal aggression (verbal insults, threats, mocking) and emotional aggression (anger, resentment, hostility). Factors that can provoke aggressive behavior in children are described, in particular: family problems (brutal treatment by parents, quarrels, divorce), mental disorders (anxiety, depression, attention deficit hyperactivity disorder), media influence (children who often watch movies and violent TV shows, more prone to aggressive behavior). It is noted that in preschool age, aggression often manifests itself in a physical form, in elementary school age, verbal forms of aggression appear, and adolescence is characterized by aggression, which can manifest itself in various forms, in particular, group aggression is often observed. It is noted that aggressiveness in children is a complex problem that requires a comprehensive approach. It is important not only to punish children for aggressive behavior, but also to help them find healthy ways to express their emotions.

Individual differences in aggressive behavior emerge in early childhood and predict persisting behavioral problems and disorders. Studies of antisocial and severe aggression in adulthood indicate substantial underlying biology. However, little attention has been given to genome-wide approaches of aggressive behavior in children. We analyzed data from nine population-based studies and assessed aggressive behavior using well-validated parent-reported questionnaires. This is the largest sample exploring children's aggressive behavior to date (N = 18,988), with measures in two developmental stages (N = 15,668 early childhood and N = 16,311 middle childhood/early adolescence). First, we estimated the additive genetic variance of children's aggressive behavior based on genome-wide SNP information, using genome-wide complex trait analysis (GCTA). Second, genetic associations within each study were assessed using a quasi-Poisson regression approach, capturing the highly right-skewed distribution of aggressive behavior. Third, we performed meta-analyses of genome-wide associations for both the total age-mixed sample and the two developmental stages. Finally, we performed a gene-based test using the summary statistics of the total sample. GCTA quantified variance tagged by common SNPs (10-54%). The meta-analysis of the total sample identified one region in chromosome 2 (2p12) at near genome-wide significance (top SNP rs11126630, P = 5.30 × 10(-8) ). The separate meta-analyses of the two developmental stages revealed suggestive evidence of association at the same locus. The gene-based analysis indicated association of variation within AVPR1A with aggressive behavior. We conclude that common variants at 2p12 show suggestive evidence for association with childhood aggression. Replication of these initial findings is needed, and further studies should clarify its biological meaning. © 2015 Wiley Periodicals, Inc.

Technology that is currently developing has an influence on aggressive behavior in children, so there needs to be prevention efforts in this deviant behavior. The purpose of this study was to determine the influence of gadgets and the factors that cause aggressive behavior, forms of aggressive behavior, the impact of aggressive behavior, and efforts to handle aggressive behavior in early childhood. The method used in this research is a case study which is presented with a qualitative descriptive research type by presenting the data in a narrative manner, as well as data obtained through observation. In this study, the subject is one girl who behaves aggressively aged 5-6 years because of the influence of unlimited gadgets. The results of the research obtained are the influence of the use of gadgets that are not restricted and supervised. This causes aggressive behavior in children who find it difficult to control their desire to convey messages, such as shouting, crying, and making physical contact when someone interferes with playing gadgets. The influence of gadgets on aggressive behavior in children requires serious efforts for parents or adults who are around children so that they do not have a negative impact on children's development in the future.

The effects of video game play on young children's aggression, fantasy, and prosocial behavior

BackgroundHigh levels of aggressive behavior in children with mild intellectual disabilities to borderline intellectual functioning (MID-BIF) are associated with deviant social information processing (SIP) steps. The current study investigated deviant SIP as a mediating mechanism linking both children’s normative beliefs about aggression and parenting to aggressive behavior in children with MID-BIF. Additionally, the mediating role of normative beliefs about aggression in linking parenting and deviant SIP was investigated. Methods140 children with MID-BIF in community care in the Netherlands, their parent(s) or caretaker(s), and their teacher participated in this cross-sectional study. Structural equation modeling was performed to test mediations. Models were run separately for parent and teacher reports of aggression, and included three deviant SIP steps (interpretation, response generation, response selection). ResultsA total indirect effect through deviant SIP steps was found from normative beliefs about aggression to teacher-reported aggression, but not to parent-reported aggression. An indirect effect was found from positive parenting through normative beliefs about aggression to deviant SIP. ConclusionThe results of this study suggest that, next to deviant SIP and parenting, normative beliefs about aggression may be a relevant intervention target for children with MID-BIF and aggressive behavior.

The implementation of rewards and punishments as a strategy to reduce aggressive behavior in early childhood was examined at Xaverius Catholic Kindergarten Kairagi. Within this setting, there were two children who frequently disrupted their peers during learning and play activities. These children often exhibited aggressive actions, such as hitting and pinching their friends. Although the teacher had made efforts to address these behaviors—primarily through verbal reprimands and disciplinary measures, such as prohibiting the children from sitting near their peers—these attempts were not effective. Such behavior not only harms the children themselves but also hinders the learning experience of their peers. To address this issue, specifically the behavior of pinching and hitting, the researcher implemented a strategy involving the use of rewards and punishments to reduce aggressive behavior in early childhood. The central research question of this study was: Can the application of rewards and punishments reduce aggressive behavior in early childhood at Xaverius Catholic Kindergarten Kairagi? The objective of this research was to explore the effectiveness of rewards and punishments in decreasing aggressive tendencies among young children. The study employed a single-subject experimental design (single-subject research) with an A-B-A-B pattern. Data collection methods included interviews, observations, and document analysis. The participants of the study were the two aggressive children identified earlier. Data analysis involved plotting the findings on an A-B-A-B research graph, distinguishing between baseline and intervention phases (A1 and B1), as well as between the initial baseline and the second intervention phases (A1 and B2). Through graph analysis, changes in behavior level, trend stability, and overlapping data were assessed to evaluate the impact of applying rewards and punishments with an interval schedule on aggressive behavior. The results indicated that the implementation of rewards and punishments successfully reduced aggressive behavior in both subjects. However, some aggressive behaviors reappeared after one, two, and three weeks without intervention. The researcher recommends replicating this study with other children exhibiting aggressive behavior to confirm the broader applicability of rewards and punishments as an approach to reducing aggression in early childhood, particularly among kindergarten children aged 3–4 years in North Sulawesi. Keywords: reward, punishment, aggressive behaviour