Self‐Reported Moral Emotions and Physical and Relational Aggression in Early Childhood: A Social Domain Approach

2018 ◽  
Vol 91 (1) ◽  
Author(s):  
Marc Jambon ◽  
Judith G. Smetana
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Moral Emotions ◽  
Social Domain

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

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

scholarly journals Ages & Stages Questionnaire–Brazil–2011

2015 ◽  
Vol 2 ◽  
pp. 2333794X1561003 ◽  
Author(s):  
Cristina M. T. Santana ◽  
Alberto Filgueiras ◽  
J. Landeira-Fernandez
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Day Care ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Social Domain ◽  
Day Care Centers ◽  
Future Studies ◽  
Characteristics Method

Introduction. Professionals who assess early childhood development highly benefit from reliable development screening measures. The Ages & Stages Questionnaire was adapted Brazil in 2010 and named ASQ-BR. Modifications in some items were required to improve the instrument’s psychometric properties. The present study modified the ASQ-BR to verify if those changes increase its characteristics. Method. This study researched 67 522 children from 972 public day care centers and preschools. Changes in items were made considering Cronbach’s α and item-to-total correlations. Reliability, dimensionality, and item-to-total correlations were calculated. Results. Regarding dimensionality, 86.2% of the scales in ASQ-BR-2011 were unidimensional. Internal consistency showed improvement from 2010 to 2011: 53.8% of the scales increased the α statistics against 41.2% that decreased, and 5.0% remained the same. Finally, 65.2% of the modified items showed improvement. Conclusions. Overall, the instrument’s psychometrics improved from 2010 to 2011, especially in the personal/social domain. However, it still leaves room for improvement in future studies.

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

scholarly journals Maternal Social Coaching Quality Interrupts the Development of Relational Aggression During Early Childhood

2013 ◽  
Vol 23 (3) ◽  
pp. 470-486 ◽  
Author(s):  
Nicole E. Werner ◽  
Ashley D. Eaton ◽  
Kelsey Lyle ◽  
Heidi Tseng ◽  
Brooke Holst
Keyword(s):  
Early Childhood ◽  
Relational Aggression

Internet Safety

2011 ◽  
pp. 289-314
Author(s):  
Andrea Peach ◽  
Susan Bell ◽  
Alexandru Spatariu
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Relational Aggression ◽  
Mobile Technology ◽  
The Internet ◽  
Older Children ◽  
Internet Safety ◽  
Safety Issues ◽  
School Aged Children ◽  
The Media

Preschool and young school-aged children use the internet at high rates, and with this access, parents and educators worry about safety issues. Reports of cyberbullying, child predators, inappropriate internet content, and violations of privacy, such as identity theft saturate the media (Dowell, Burgess, & Cavanaugh, 2009). This chapter will explore the roots of cyberbullying, including relational aggression and bullying in early childhood, will examine issues in internet safety that pertain to young children, and will differentiate the issues with young children from those that plague older children. Resources for working with children, parents, and educators will be reviewed, and future safety issues of internet and other mobile technology will be discussed.

scholarly journals Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old

2018 ◽  
Vol 43 (2) ◽  
pp. 157-165
Author(s):  
Sarah E. O’Toole ◽  
Stella Tsermentseli ◽  
Sajid Humayun ◽  
Claire P. Monks
Keyword(s):  
Decision Making ◽  
Working Memory ◽  
Early Childhood ◽  
Executive Function ◽  
Relational Aggression ◽  
Inhibitory Control ◽  
Delay Of Gratification ◽  
Typically Developing ◽  
Typically Developing Children

To study the role of executive function (EF) in the early development of aggression, the role of cool and hot EF skills at 5 years old, in the development of physical and relational aggression between 5 and 6 years old, was explored. Typically developing children ( N = 80) completed tasks assessing their cool (inhibition, working memory, planning) and hot EF (affective decision making, delay of gratification) skills at 5 years old. Longitudinal data were collected from teachers that rated children’s aggression when they were 5, 5.5, and 6 years old. Inhibition at 5 years old predicted changes in physical and relational aggression between 5 and 6 years old. Early cool EF, but not hot EF, may therefore be associated with aggression and inhibitory control specifically with changes in aggression during early childhood.

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