Aggression In Preschool Children Research Articles

The relationship between aggressive behaviors of preschool children and the violence against Iranian women in the COVID-19 pandemic

BackgroundDuring epidemics, supports are limited and individual and collective vulnerabilities as well as domestic violence are increased. Therefore, various groups in society, especially children and their mothers, are extremely vulnerable. This study aimed to assess the relationship between aggressive behaviors of preschool children and the violence against Iranian women during the COVID-19 pandemic.MethodsThis descriptive-correlational study was conducted in October–November 2020. Stratified random sampling was performed among preschool children in Kerman. Data were collected using the Violence toward Women Inventory and the Aggression scale for preschoolers Scale. Data were analyzed using SPSS25, ANOVA, independent t-test, and Pearson correlation test.ResultsThe results showed that the total mean scores of violence against women and preschoolers’ aggression were 54.43 ± 10.6 and 88.44 ± 6.5, respectively. The results showed a statistically significant difference in aggressive behaviors of preschool children, mother's job, number of children, mother's education, income, and age. A positive and significant relationship was also found between the subscales of violence against women and aggression in preschool children.ConclusionsThe results showed a positive and significant relationship between violence against women and aggression of preschool children. Therefore, it is recommended that parents identify and eliminate the risk factors for domestic violence during the COVID-19 in order to protect their children. Parents also must learn coping strategies for stress and resilience in the epidemic crises.

Preventive Strategies and Programs as a Way to Eliminate Social Aggression of Preschool Children

One of the first steps in supporting healthy social relationships in groups of early aged children of is the prevention in the form of specific programs and strategies. The specific work with groups of children in model situations to reach healthy social relationships is a common part of kindergarten school programs abroad. In our conditions, the implementation of preventive strategies to support the social relationships of preschool children is significantly understated in comparison with the surrounding countries. The main purpose of this article is the theoretical analysis of selected existing prevention programmes and strategies focused on reducing social aggression in groups of preschoolers. It is a proposal to eliminate social aggression in Slovak kindergarten by he form of prevention strategies and programmes.

Language and Aggression in Preschool Children. Gender Differences

The present study has two objectives. Firstly to analyze the gender differences in language development in preschool children and secondly to analyze the relationships between language development on the one hand and aggression, prosocial behavior on the other hand. The study involved 155 preschool children aged between 36 and 71 months (M = 52.61, SD = 10.40) enrolled in a kindergarten in Bucharest. The instruments used were the Adaptive Behavior Assessment System, ABAS-II (Harrison et al., 2012) and Preschool Social Behavior Scale - Teacher Form (Crick, 1996). To determine the gender differences, a series of independent samples t tests and Mann-Whitney U nonparametric test were performed and for the relationships among variables, regression and moderation analyzes were performed. The results showed that girls have higher levels of language development than boys, in all measured dimensions. At the same time, the level of language development was negatively associated with physical and relational aggression and positively with prosocial behavior. Contrary to our expectations, gender has not moderated the relationship between language development and aggression or prosocial behavior. The practical implications of the study address the need to capture and treat early delays in language development in order to prevent aggressive behaviors among preschoolers.

The Role of Family Factors in Aggression of Preschool Children by Social Skills Intermediation

Introduction: The children's vulnerability to unpleasant life issues depends on their existing social abilities and skills. Social skills are defined as the skills needed to adapt to social needs and social adjustment. The purpose of this study was to determine the role of family factors in aggression of preschool children in terms of social skills as a mediator.
 Method: This research was descriptive (correlation). The statistical population of the study included all preschool students in Yazd in the academic year of 2018. Participants included 350 students selected based on Cochran formula and compilation sampling. Eliot's stress management scale, Marlow's and Crown's social acceptance scale, Nef's self-compassionate scale, Trascat's children social skills scale, and Vahedy et.al children aggression scale were used to measure the research variables. Data were analyzed by SPSS 21 and AMOS 20 using path analysis.
 Results: The path analysis method indicated a good fit of the model and showed that among the family factors, parents' stress had a positive direct effect and social acceptance had a negative direct effect on aggression.
 Conclusion: Family factors, with the intervening role of social sciences has a significant effect on aggression in preschool children.

Synergy between callous-unemotional traits and aggression in preschool children: Cross-informant and cross-cultural replication in the UK Wirral Child Health and Development Study, and the Colombian La Sabana Parent-Child Study.

Incremental prediction of aggression from callous-unemotional (CU) traits is well established, but cross-cultural replication and studies of young children are needed. Little is understood about the contribution of CU traits in children who are already aggressive. We addressed these issues in prospective studies in the United Kingdom and Colombia. In a UK epidemiological cohort, CU traits and aggression were assessed at age 3.5 years, and aggression at 5.0 years by mothers (N = 687) and partners (N = 397). In a Colombian general population sample, CU traits were assessed at age 3.5 years and aggression at 3.5 and 5.0 years by mother report (N = 220). Analyses consistently showed prediction of age-5.0 aggression by age-3.5 CU traits controlling for age-3.5 aggression. Associations between age-3.5 CU traits and age-5.0 aggression were moderated by aggression at 3.5 years, with UK interaction terms, same informant, β = .07 p = .014 cross-informant, β = .14 p = .002, and in Colombia, β = .09 p = .128. The interactions arose from stronger associations between CU traits and later aggression in those already aggressive. Our findings with preschoolers replicated across culturally diverse settings imply a major role for CU traits in the maintenance and amplification of already established aggression, and cast doubt on their contribution to its origins.

The effectiveness of Cognitive-Behavioral Empathy Training on Aggression in Preschool Children

پرخاشگری به‌عنوان واکنشی دربرابر فشارهای بیرونی در کودکی شکل می‌گیرد و درصورت اصلاح‌نشدن، به‌عنوان عادت رفتاری در بزرگسالی ادامه می‌یابد؛ بنابراین، این پژوهش با هدف بررسی اثربخشی آموزش گروهی همدلی مبتنی‌بر رویکرد شناختی‌ـ‌رفتاری بر پرخاشگری کودکان پیش‌دبستانی انجام شده است. مطالعۀ حاضر، نیمه‌آزمایشی با پیش‌آزمون، پس‌آزمون و پیگیری است. جامعۀ آماری شامل تمامی کودکان دورۀ پیش‌دبستانی ناحیۀ چهار آموزش‌وپرورش شهر اصفهان در سال تحصیلی 1399-۱۳۹8 هستند. 30 کودک از بین کودکانی که نمرۀ پایین‌تری در مقیاس همدلی شناختی و عاطفی (فرم والدین) و نمرۀ بالاتری در مقیاس پرخاشگری داشتند، انتخاب شدند و به‌صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. پرسشنامۀ گزینش هم‌سالان نیز از آنها گرفته شد. گروه آزمایش 8 جلسه آموزش گروهی همدلی مبتنی‌بر رویکرد شناختی‌ـ‌رفتاری را دریافت کردند و پس‌آزمون برگزار شد. پس از 45 روز دوباره تست‌ها تکرار شد و نتایج آزمون‌ها با استفاده از SPSS-23 و آزمون تحلیل واریانس با اندازه‌گیری‌های مکرر تحلیل شد. نتایج نشان داد در پرخاشگری و هر سه مؤلفۀ آن شامل ارتباطی، آشکار و جامعه‌پسند، تفاوت بین دو گروه آزمایش و کنترل در هر دو مرحلۀ پس‌آزمون و پیگیری معنی‌دار است (001/0>p)؛ بنابراین، می‌توان گفت که آموزش گروهی همدلی مبتنی‌بر رویکرد شناختی‌ـ‌رفتاری در بهبود پرخاشگری و ابعاد آن در پس‌آزمون تأثیر معنی‌داری داشته است و اثرات آموزش در پیگیری هم باقی مانده است. نتایج به‌دست‌آمده از این پژوهش بر اثرگذاری آموزش گروهی همدلی با روش شناختی‌ـ‌رفتاری در کاهش پرخاشگری و بهبود عملکرد رفتاری کودکان پیش‌دبستانی و ایجاد روش‌های نوین در مداخلات بالینی کودکان تأکید دارد.

The Mediator Role of Empathy and Social Skill of Children in the Relationship between Parental Attitudes and Aggression of Preschool Children

Geçmiş araştırmalar, ebeveyn tutumlarının çocukların davranış problemleri üzerindeki önemini ortaya koymaktadır. Araştırmalar ebeveyn tutumları ve okul öncesi dönem çocuklarında saldırgan davranışlar arasındaki ilişkiyi ele alsa da, bu ilişkide önemli olan diğer değişkenlerin rolünün alanyazında yeterince incelenmediği görülmektedir. Bu araştırmanın amacı, ebeveyn tutumları ve okul öncesi çocuklarda saldırganlık ilişkisini anlamak ve çocukların empati ve sosyal becerilerinin aracılık işlevine odaklanmaktır. Ebeveyn tutumlarının saldırgan davranışlarla ilişkisine hem doğrudan hem de empati ve sosyal beceri üzerinden bakılmıştır. Araştırmanın örneklemini İzmir’de Milli Eğitim Bakanlığı’na bağlı anaokullarıyla, ilkokulların anasınıflarında eğitim görmekte olan 210 çocuk oluşturmuştur. Veriler “Çocuk Yetiştirme Anketi”, “Duygu Ayarlama Ölçeği”, “Sosyal Yetkinlik ve Davranış Değerlendirme Ölçeği” ve “Ladd Profilet Davranış Değerlendirme Ölçeği” olmak üzere dört farklı ölçme aracıyla toplanmıştır. Araştırmada tanımlayıcı istatistikler ve ön analizler için SPSS (21) kullanılmıştır. Aracılık analizleri yapısal eşitlik modeliyle LISREL (8.80) programı kullanılarak gerçekleştirilmiştir. Sonuçlar, okul öncesi dönem çocuklarının empati ve sosyal becerilerinin ebeveyn tutumları ile saldırganlık arasındaki ilişkiye aracılık ettiğini göstermektedir. Elde edilen bulgular ışığında teorik ve uygulamaya dönük sonuçlar tartışılmıştır.

The impact of group play therapy on creativity and control of aggression in preschool children

The main purpose of conducting this study was to investigate the effectiveness of group play therapy in preschool children’s creativity and aggression control. The research method was experimental ...

Family Risk Factors Associated With Aggressive Behavior in Chinese Preschool Children

The study explored family predictors of aggressive behavior in preschool children in China. Using a stratified cluster sampling method, 1382 preschool children were recruited from ten kindergarten schools in Shanghai, China. Their parents completed the Child Behavior Checklist (CBCL)-aggression subscale, the Parent Behavior Inventory, the Family Environment Scale, and a demographic questionnaire. The mean age of the 1382 children was 4.97years (SD=.88), with 55.1% (762) boys, and 44.9% (620) girls. According to the CBCL, the prevalence of aggressive behavior in preschool children was 12.4%. Multivariate logistic regression analysis showed that family conflicts (OR = 1.231, 95% CI: 1.115-1.360), hostile/coercive parenting (OR = 1.083, 95% CI: 1.051-1.116), inconsistent parenting between grandparents and parents (OR = 1.658, 95% CI: 1.175-2.341), and more time spent watching TV (OR = 1.999, 95% CI: 1.568-2.550) significantly predicted aggressive behavior of children. Children with more family conflicts who experience hostile/coercive parenting were more likely to engage in aggressive behavior. Moreover, inconsistent parenting attitudes between grandparents and parents, and excessive TV exposure also contributed to childhood aggression. Given that the results of this study show a high prevalence of aggressive behavior in preschool children, future research must pay greater attention to this aspect. Family risk factors identified as relevant to children's aggression in this study provide avenues to develop family-focused strategies for curbing aggression in preschool children.

The Effects of Computer, Video Game, Smartphone Use on the Depression/Anxiety and Aggression of Preschool Children

The Effects of Computer, Video Game, Smartphone Use on the Depression/Anxiety and Aggression of Preschool Children

잠재성장모형을 적용한 유아기 관계적 공격성의 발달궤적

The purpose of this study was to investigate trajectories of relational aggression in preschool children. The latent growth curve model was used to examine relational aggression in 3 to 5 year olds. The participants were 3-year-old children recruited from preschools and daycare centers. The children's verbal ability was assessed by interview and teachers completed measurements of negative emotionality and relational aggression. The findings suggest that relational aggression decreased during the preschool years. Gender, language ability, and negative emotionality showed positive effects on the initial level of relational aggression. Moreover, gender and negative emotionality had negative effects, however, language ability had positive effects on the change rate of relational aggression.

Mothers’ and teachers’ perceptions of relational and physical aggression in pre-school children

A sample of 221 mothers and 48 teachers of pre-school children completed a survey in which they rated the degree of hurtfulness and importance of intervening for relationally or physically aggressive behaviours. Respondents also reacted to two short vignettes depicting aggressive peer conflicts (one physical, one relational) by indicating how an adult should respond and how quickly an adult should intervene. Ratings of hurtfulness and importance of intervening were higher for physical than for relational aggression amongst both mothers and teachers. In addition, there were differences in the type and immediacy of reactions to an act of physical versus relational aggression, with more negative and immediate consequences for the physically aggressive behaviour. Implications of results are discussed, limitations are explained, and professional development and future research needs are identified.

Aggression During Early Childhood: Associated Factors In A Clinical Sample

Amac: Erken baslangicli agresif davranislar bir halk sagligi sorunu olarak goru- lebilir. Bu arastirma okul oncesi donem cocuklardan olusan klinik bir orneklemde agresif davranislarla iliskili faktorleri incelemeyi amaclamistir. Hastalar ve Yontem: Temel basvuru sikayeti ebeveynlerin bildirdigi siddetli agresif davranislar olan 72 cocuk (1 ile 6 yas arasi) ve kontrol grubu olarak saglikli 72 cocuk arastirmaya dahil edildi. Demografik bilgiler, ebeveynlerin kisisel ve psikiyatrik ozellikleri ve anne-cocuk iliskisine odaklanan yari-yapilandirilmis bir anket annelere uygulandi. Anneler Sorun Davranis Kontrol Listesi’ni (SDKL) ve Beck Depresyon Envanteri’ni (BDE) doldurdu. Bulgular: Ebeveynlerin egitim duzeyi hasta grubunda daha dusuktu. Ebeveynlerin ofke kontrolu ile ilgili olumsuz deneyimleri, annenin ebeveynlik ile ilgili yetersizlik hisleri ve ebeveynler arasi tartismalar hasta grubunda daha yuksek siklikta bulundu. Annenin hamilelik ve post-natal donemde depresif ve/veya anksiyete semptomlari yasama sikligi ve BDE puanlari hasta grubunda daha yuksek olarak bulundu. Lojistik regresyon analizine gore, ABC hiperaktivite puani, annenin ebeveynlik ile ilgili yetersizlik hisleri ve babanin ofke kontrolu ile ilgili olumsuz deneyimleri agresif davranislarla iliskili olarak bulundu. Sonuc: Okul oncesi cocuklarda agresyon bircok faktorle iliskilidir. Ebeveynlerin ozelliklerinin de incelenmesi olgularin degerlendirilmesinde onemli yer tutuyor gibi gorunmektedir. (Marmara Universitesi Tip Fakultesi Dergisi 2011;24:174-80) Anahtar Kelimeler: Agresyon, Cocuklar, Okul oncesi donem

Predictors of representational aggression in preschool children of low-income urban African American adolescent mothers.

Responses to five doll-story stems thematically related to attachment experiences with the mother were videotaped in the home and used to evaluate child, maternal, and environmental predictors of representational aggression in 93 preschool children of African American women receiving public assistance who had become pregnant as teenagers. Significant correlations were found between representational aggression and child's gender (male), birth weight, maternal depressive affect, maternal educational attainment, recent employment, mother's historical residence with her own mother, and felt social support, accounting for 40% of the variance in representational aggression. A significant Felt Social Support × Gender interaction effect suggested that girls of mothers who perceive higher levels of felt social support are more likely to represent less aggression in their stories; felt social support was not associated with boys' representational aggression. A significant Felt Social Support × Employment interaction effect suggested that representational aggression is associated with lower levels of felt social support only among employed mothers. Findings suggest that different pathways exist for representational aggression in children of low-income adolescent mothers, which nevertheless share predictors associated with poverty.

Massage decreases aggression in preschool children: a long‐term study

To evaluate the effects of massage in 4- to 5-year-old children with aggression and deviant behaviour at day-care centres. The children received daily massage in preschool at the midday rest (n = 60). The controls were listening to a story (n = 50). The Child Behaviour Checklist (CBCL) was used to rate the children's behaviour by parents and staff before the treatment started, and after 3 and 6 months. A long-term evaluation was also carried out. It included all massaged children still in daycare after 12 months (n = 34). Children with high scores of behaviour problems, receiving massage and/or extra attention showed significant decrease in aggression scores after 3 months, but after 6 months significantly lowered scores were only found in massage-treated deviant children. Parents of the children receiving massage rated a significant decrease of somatic problems of their children. Staff rated that the massaged children's social problems decreased, compared to the control children. Attention problems tended to decrease, especially at home. A continuous decrease in aggressive behaviour and somatic problems over a 12-month period was observed in the children receiving massage. Daily touching by massage lasting for 5-10 min could be an easy and inexpensive way to decrease aggression among preschool children.

Sex Differences in Relational Aggression in Preschool Children in Iran

The purpose of this study was to compare scores on a Relational Aggression Questionnaire for preschool boys and girls in Iran. The questionnaire was developed here, and its reliability and validity were assessed. Teachers' reports of relational aggression in 258 children ages 3 to 7 years was studied. Sex differences in relational aggression were not observed and was not significantly different across age groups.

Early correlates of preschool aggressive behavior according to type of aggression and measurement

This study investigated both relational and physical aggression in preschool children, explored potential differences in informant reporting and child sex on these subtypes, and examined relationships between types of aggressive behaviors and other types of negative and positive social behaviors. Naturalistic observations of social behavior, teacher ratings, and peer reports were used to assess 67 children's (35 female) behaviors. Evidence was found for the existence of both relational and physical aggressive behavior in preschool children, although observers infrequently identified relational aggression. Categorization of children into a preferred style of aggression differed between informants, with more behavioral observers than teachers characterizing children as displaying only one type of aggression. Results also showed that reports were correlated between informants for physical aggression but not for relational aggression. Sex differences emerged for children's levels of physical aggression but not for relational aggression. Both physical and relational aggression were associated with ratings of problem behaviors in general; however, only physical aggression was negatively related to positive aspects of social functioning.

Callous-unemotional features, behavioral inhibition, and parenting: independent predictors of aggression in a high-risk preschool sample

A behaviorally-uninhibited temperament, callous-unemotional (CU) features, and harsh parenting have been associated with specific patterns of aggressive behavior in older children and adolescents. We tested the additive and interactive effects of these factors in predicting different types of aggressive behavior in a high-risk preschool sample. Forty-nine preschoolers and their parents registering for Head Start programs were recruited for participation. Behavioral inhibition, CU features, and attitudes toward various types of parenting were assessed through parent rating scales completed at the time of registration. Behavioral inhibition, CU features, and aggression were assessed by teacher ratings approximately six months later. Analyses revealed that behavioral inhibition, CU features, and harsh parental attitudes all contributed independently to the prediction of aggressive behavior. These associations were strongest for proactive types of aggression. Our results suggest that a behaviorally uninhibited temperament, CU features, and attitudes favoring harsh parenting are all important for understanding the development of aggression in preschool children.

Relationships between Cognitive Styles and Levels of Aggression in Preschool Children

Relationships between Cognitive Styles and Levels of Aggression in Preschool Children

Prevalence of father-child rough-and-tumble play and physical aggression in preschool children

Three samples of francophone subjects from Quebec (Canada) are used to establish the prevalence of parent-child RTP according to different personal, social and family variables, and to verify if children who engage in more RTP with their father exhibit less physical aggression towards other children and are more competitive without resorting to aggression. Our results showed that 24 to 43% of fathers engaged in RTP with their children on a daily basis, and only 4 to 16% of fathers never do. Moreover, personal characteristics such as the age and sex of the participants seemed to have a greater influence on the frequency of parent-child RTP than variables related for example to work, socio-economic conditions, or the living environment. The hypothesis that children who engage in more RTP with their fathers display less physical aggression towards their peers is invalidated here. We have concluded that it is important that not only RTP frequency, but also and especially indicators of RTP quality be used. Future observational studies of father-child RTP are required in order to do so. Finally, certain preliminary results support the hypothesis that father-child RTP fosters the development of the competition skills in children without using aggression.