How recent developments in the study of relational aggression and close relationships in early childhood advance the field

2006 ◽  
Vol 27 (3) ◽  
pp. 189-192 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Nicki R. Crick
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Close Relationships ◽  
Recent Developments

Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex

2020 ◽  
Vol 32 (5) ◽  
pp. 1888-1898
Author(s):  
Melissa J. Hagan ◽  
Danielle S. Roubinov ◽  
W. Thomas Boyce ◽  
Nicole R. Bush
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Stress Responses ◽  
Physical Aggression ◽  
Stress Reactivity ◽  
Physiological Stress ◽  
Kindergarten Children ◽  
Peer Ratings ◽  
Cortisol Reactivity ◽  
Physiological Stress Response

AbstractThere is emerging evidence that the development of problematic aggression in childhood may be associated with specific physiological stress response patterns, with both biological overactivation and underactivation implicated. This study tested associations between sex-specific patterns of stress responses across the sympathetic nervous system (SNS) and hypothalamic–pituitary–adrenal (HPA) axis and peer nominations of aggression among 271 kindergarten children (Mean age = 5.32 years; 52% Female; 44% White). Upon entry to kindergarten, children participated in a multidomain standardized stress paradigm. Changes in pre-ejection period (PEP) and salivary cortisol were assessed. On a separate day, children provided peer ratings of physical and relational aggression in a standardized interview. As expected, there was a significant three-way interaction between PEP, cortisol reactivity, and sex, but only for physical aggression. Among boys, cortisol reactivity was positively associated with physical aggression only for those with higher SNS reactivity. Findings suggest that for boys, asymmetrical and symmetrical HPA/SNS reactivity may be associated with lower and higher risk for peer-directed physical aggression, respectively. Understanding the complex associations between multisystem physiology, child sex and peer-directed aggression in early childhood may offer insight into individual differences underlying the emergence of behavioral dysregulation in early peer contexts.

Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills

2017 ◽  
Vol 40 ◽  
pp. 204-214 ◽  
Author(s):  
Ameneh Shahaeian ◽  
Maryam Razmjoee ◽  
Cen Wang ◽  
Stephen N. Elliott ◽  
Claire Hughes
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Cognitive Skills

scholarly journals Black educators in (white) settings: Making racial identity visible in Early Childhood Education and Care in England, UK

2020 ◽  
pp. 1476718X2094892 ◽  
Author(s):  
Shaddai Tembo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Race Theory ◽  
Narrative Analysis ◽  
Academic Discipline ◽  
Social Activity ◽  
Black Educators ◽  
Childhood Education ◽  
Recent Developments ◽  
Education And Care

The participation of Black educators in the UK’s education system has been a source of much debate in recent years. Research indicates having a teaching force that better represents society is critical because of the character, ubiquity, pervasiveness, duration and importance of teaching as a social activity. However, to date, many of the existing studies have taken place in primary, secondary and higher education contexts. The primary purpose of this paper is to draw upon concepts of identity to make Black educator identity visible in the Early Childhood Education and Care (ECEC) context. Secondly, this paper aims to contribute to recent developments around mobilising Black studies as an academic discipline by seeking to explore how Black ECEC educators construct their identity through their professional practice. This paper draws on Critical Race Theory and narrative analysis methods to illustrate the experiences of Black ECEC educators. While this paper does not generalise to the experience of all Black educators, it does highlight a much under-researched area and advocates the need for counter-narratives to challenge normative unracialised experiences.

Relational Aggression and Friendship During Early Childhood: "I Won't Be Your Friend!"

2005 ◽  
Vol 16 (2) ◽  
pp. 161-184 ◽  
Author(s):  
Jean E. Burr ◽  
Jamie M. Ostrov ◽  
Elizabeth A. Jansen ◽  
Crystal Cullerton-Sen ◽  
Nicki R. Crick
Keyword(s):  
Early Childhood ◽  
Relational Aggression

Recent Developments in Close-Relationships Theory

1999 ◽  
Vol 8 (3) ◽  
pp. 93-95 ◽  
Author(s):  
John H. Harvey ◽  
Brian G. Pauwels
Keyword(s):  
Close Relationships ◽  
Recent Developments

Relational Aggression, Physical Aggression and Deception During Early Childhood: A Multimethod, Multi-informant Short-Term Longitudinal Study

2008 ◽  
Vol 37 (3) ◽  
pp. 664-675 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Emily E. Ries ◽  
Kirstin Stauffacher ◽  
Stephanie A. Godleski ◽  
Adam D. Mullins
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Short Term
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