The contribution of face-to-face and embedded mediation to early childhood aggression after watching violent media content.

2021 ◽  
Author(s):  
Yael Shany ◽  
Yaacov B. Yablon
Keyword(s):  
Early Childhood ◽  
Childhood Aggression ◽  
Media Content ◽  
Violent Media ◽  
Face To Face

Violent Media Content and Aggressiveness in Adolescents

2003 ◽  
Vol 30 (6) ◽  
pp. 713-736 ◽  
Author(s):  
Michael D. Slater ◽  
Kimberly L. Henry ◽  
Randall C. Swaim ◽  
Lori L. Anderson
Keyword(s):  
Media Content ◽  
Violent Media

Survival of the survivors; containment for the uncontained

2021 ◽  
Vol 15 (1) ◽  
pp. 56-66
Author(s):  
Rebecca Silvia Rossi
Keyword(s):  
Early Childhood ◽  
Clinical Case ◽  
Face To Face ◽  
Relational Trauma ◽  
Standard Mode

Video therapy can be a great help when seeing patients face to face is not possible, as has widely occurred due to the Covid-19 lockdown. We must unpack and fully understand video therapy as a type of practice, given that it is different from our standard mode of therapy. Through a specific clinical case, I will highlight a paradox of this type of therapy: namely, that the screen can act as an aid for the patient but an obstacle for the therapist. Specifically, its mediation can support emotionally coerced patients to express and contact their emotions better, whilst this same screen can act as an obstacle for the therapist who may struggle to contain the patient emotionally. The clinical case I will discuss is about Judy, a patient who suffered relational trauma from early childhood, with whom I struggled to contain emotionally in her first real connection with her feelings, which occurred through video therapy.

scholarly journals PAUD Teacher Strategies in Supporting Learning in The Covid-19 Pandemic Period

2021 ◽  
Vol 6 (3) ◽  
pp. 599-607
Author(s):  
Fortina Verawati Sianturi
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Negative Impact ◽  
Early Childhood Teachers ◽  
Teacher Strategies ◽  
Face To Face ◽  
Childhood Education ◽  
Early Childhood Learning ◽  
Great Energy

The existence of COVID-19 which still hit Indonesia until in November 2020 had a negative impact on education in Indonesia, especially early childhood education. This makes learning, which was a face-to-face system, must be changed to distance education. In order for learning to continue optimally, of course, the teacher must be able to apply different learning strategies. In the pandemic era, schools implement online learning strategies, including at the Playgroup level. Online learning for children, of course, presents its challenges for the teachers. This study aims to investigate online learning strategies at the playgroup level. Play is also a means for children to channel their great energy and discover new things that were previously unknown in a fun way. And this is certainly different from learning that is understood by adults with all the rules and demands at the end. Playing (while learning) in early childhood has a purpose that adults may not realize, where when a child plays, in fact he is developing the potential that exists within him to become a solid initial capital for himself in the future when facing problems in life. This paper is expected to provide references and education to parents and early childhood teachers in particular to be able to understand the world of early childhood, one of which is by understanding the nature of play and the meaning of play for early childhood. This is obtained by exploring various sources from several literatures from the results of research and thought where the results can be used for early childhood parents and teachers to be more precise in assisting and designing learning for early childhood so that the pearl of early childhood learning, namely playing while learning can be achieved.

scholarly journals Early childhood aggressive behaviour: Negative interactions with paternal antisocial behaviour and maternal postpartum depressive symptoms across two international cohorts

2018 ◽  
Vol 54 ◽  
pp. 77-84 ◽  
Author(s):  
Mijke P. Lambregtse-van den Berg ◽  
Henning Tiemeier ◽  
Frank C. Verhulst ◽  
Vincent Jaddoe ◽  
Elizabeth Tindall ◽  
...  
Keyword(s):  
Early Childhood ◽  
Postpartum Depression ◽  
Aggressive Behaviour ◽  
Antisocial Behaviour ◽  
Childhood Aggression ◽  
Negative Interaction ◽  
Future Studies ◽  
The United Kingdom ◽  
Underlying Mechanisms ◽  
Maternal Postpartum Depression

AbstractBackground:Early childhood aggressive behaviour is a predictor of future violence. Therefore, identifying risk factors for children’s aggressive behaviour is important in understanding underlying mechanisms. Maternal postpartum depression is a known risk factor. However, little research has focused on the influence of paternal behaviour on early childhood aggression and its interaction with maternal postpartum depression.Methods:This study was performed in two cohorts: the Fathers Project, in the United Kingdom (n = 143) and the Generation R Study, in The Netherlands (n = 549). In both cohorts, we related paternal antisocial personality (ASP) traits and maternal postpartum depressive (PPD) symptoms to childhood aggressive behaviour at age two (Fathers Project) and age three (Generation R Study). We additionally tested whether the presence of paternal ASP traits increased the association between maternal PPD–symptoms and early childhood aggression.Results:The association between paternal ASP traits and early childhood aggressive behaviour, corrected for maternal PPD-symptoms, was similar in magnitude between the cohorts (Fathers Project: standardized β = 0.12, p = 0.146; Generation R: β = 0.14, p = 0.001), although the association was not statistically significant in the Fathers Project. Strikingly, and in contrast to our expectations, there was evidence of a negative interaction between paternal ASP traits and maternal PPD-symptoms on childhood aggressive behaviour (Fathers Project: β = −0.20, p = 0.020; Generation R: β = −0.09, p = 0.043) in both studies. This meant that with higher levels of paternal ASP traits the association between maternal PPD-symptoms and childhood aggressive behaviour was less and vice versa.Conclusions:Our findings stress the importance of including both maternal and paternal psychopathology in future studies and interventions focusing on early childhood aggressive behaviour.

Creating a Quality Online Early Childhood Program Focused on Building Community and Program Improvement

2019 ◽  
pp. 93-118
Author(s):  
Jade Burris ◽  
Catherine Prudhoe
Keyword(s):  
Early Childhood ◽  
Program Improvement ◽  
Graduate Degree ◽  
Design Development ◽  
Online Programs ◽  
Face To Face ◽  
Early Childhood Professionals ◽  
Building Community ◽  
Successes And Challenges

This chapter explores the intentional design, development, and continued improvement of an online graduate degree program for early childhood education (ECE) teachers and administrators. The authors will discuss the initial face-to-face design and the transition to an online program to better meet the needs of its students. The authors will also discuss the successes and challenges met throughout this process while providing an overview of the field of ECE. In the process, they will consider the unique demands of working in childcare and explain why using technology to offer online programs was an appropriate solution to the challenges experienced by early childhood professionals (ECPs). They will address why online delivery is a preferred method of professional development (PD) among ECPs. Further, this chapter will include an analysis of survey data on program quality and course satisfaction, providing practical recommendations based on what was learned from this case study.

scholarly journals Associations between Infant Behaviors during the Face-To-Face Still-Face Paradigm and Oppositional Defiant and Callous-Unemotional Behaviors in Early Childhood

2016 ◽  
Vol 44 (8) ◽  
pp. 1439-1453 ◽  
Author(s):  
Nicholas J. Wagner ◽  
W. Roger Mills-Koonce ◽  
Cathi B. Propper ◽  
Michael T. Willoughby ◽  
Pete D. Rehder ◽  
...  
Keyword(s):  
Early Childhood ◽  
Face To Face ◽  
Callous Unemotional ◽  
Oppositional Defiant ◽  
The Face ◽  
Still Face Paradigm

scholarly journals Reactions to Unsolicited Violent, and Sexual, Explicit Media Content Shared over Social Media: Gender Differences and Links with Prior Exposure

2020 ◽  
Vol 17 (12) ◽  
pp. 4296
Author(s):  
Laura Louise Nicklin ◽  
Emma Swain ◽  
Joanne Lloyd
Keyword(s):  
Social Media ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Prior Exposure ◽  
Media Content ◽  
Sexual Content ◽  
Cross Sectional ◽  
Violent Media ◽  
Violent Content ◽  
Explicit Content

While there has been extensive research into consumption of “traditional” forms of explicit sexual and violent media (within pornography, videogames and movies), the informal exchange and viewing of explicit real-world violent and sexual content via social media is an under-investigated and potentially problematic behaviour. The current study used an online survey (n = 225: 169f, 55m, 1x, mean age 30.61 (SD 12.03)) to explore self-reported reactions to unsolicited explicit violent and sexual content that participants had received from friends or contacts. In line with our predictions based on previous studies of fictional explicit content, we found effects of both gender and prior exposure on these reactions. Specifically, females rated both sexual and violent explicit content as significantly less funny and exciting and more disturbing than males did. Amongst males, those with high previous exposure rated violent content as more exciting than those with lower or no prior experience. Regardless of gender, participants with higher exposure to sexual content rated it as funnier than those with mild or no exposure, and those with higher exposure to violent content rated it as more amusing and more exciting. However, contrary to what desensitization theories would predict, prior exposure did not attenuate how disturbing explicit content (of either a sexual or a violent nature) was rated. Multiple avenues for further investigation emerged from this preliminary cross-sectional study, and we suggest priorities for further qualitative or longitudinal work on this novel topic.

Peer reactions to early childhood aggression in a preschool setting: Defenders, encouragers, or neutral bystander

2014 ◽  
Vol 19 (4) ◽  
pp. 246-254 ◽  
Author(s):  
Chad A. Rose ◽  
David M. Richman ◽  
Katharine Fettig ◽  
Annamarie Hayner ◽  
Carly Slavin ◽  
...  
Keyword(s):  
Early Childhood ◽  
Childhood Aggression ◽  
Preschool Setting
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