Sex Differences in Social Acceptance and Participation of Preschool Children

1957 ◽  
Vol 28 (4) ◽  
pp. 421 ◽  
Author(s):  
Boyd R. McCandless ◽  
Helen R. Marshall
Keyword(s):  
Sex Differences ◽  
Preschool Children ◽  
Social Acceptance

Error, Response Time and IQ: Sex Differences in Cognitive Style of Preschool Children

1968 ◽  
Vol 26 (2) ◽  
pp. 563-568 ◽  
Author(s):  
Michael Lewis ◽  
Marilyn Rausch ◽  
Susan Goldberg ◽  
Cornelia Dodd
Keyword(s):  
Sex Differences ◽  
Preschool Children ◽  
Response Time ◽  
Cognitive Style ◽  
Response Speed ◽  
Older Children ◽  
Error Response ◽  
Task Uncertainty

Reflectivity-impulsivity in response to task uncertainty has been suggested as an important cognitive style. The present study investigated response time (a measure of reflectivity-impulsivity), errors on a matching-figures task, and intelligence in preschool children. The results indicate that there are important and significant sex differences in preschool children's cognitive style: boys' errors were significantly correlated only with their response speed, while girls' errors only with their intelligence. These results agree with similar sex differences as observed in studies using older children.

A Cross-National Comparison of Aggressors, Victims and Defenders in Preschools in England, Spain and Italy

2011 ◽  
Vol 14 (1) ◽  
pp. 133-144 ◽  
Author(s):  
Claire P. Monks ◽  
Annalisa Palermiti ◽  
Rosario Ortega ◽  
Angela Costabile
Keyword(s):  
Sex Differences ◽  
Preschool Children ◽  
European Countries ◽  
Physical Strength ◽  
Victim Status ◽  
Growing Body ◽  
National Comparison ◽  
Peer Victimisation ◽  
Aggressive Behaviours ◽  
Cross National

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon.

scholarly journals BEHAVIORAL PROFILES OF DIFFERENT TYPES OF SOCIAL STATUS IN PRESCHOOL CHILDREN: AN OBSERVATIONAL APPROACH

2007 ◽  
Vol 35 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Francisco Braza ◽  
Paloma Braza ◽  
M. Rosario Carreras ◽  
José Manuel Muñoz ◽  
José R. Sánchez-Martín ◽  
...  
Keyword(s):  
Preschool Children ◽  
Social Status ◽  
Social Acceptance ◽  
Time Budget ◽  
Free Play ◽  
Observational Method ◽  
Behavioral Profiles ◽  
Different Types ◽  
Aggression Subtypes ◽  
Low Levels

The aim of this study was to explore the behavioral profiles of children of various types of social status, in a sample of 54 preschool children (15 boys, 39 girls; mean age = 5.15 years), using an observational method. Popular, rejected, neglected and controversial types of social status were defined by direct observation of the behaviors received by each child from their peers. Behavioral profiles were obtained from the time budget of activities exhibited by each subject during free play time. Popular children showed high levels of hierarchical play and sociability and low levels of all aggression subtypes; rejected children showed high levels in person-directed and seizing object aggressions and did not engage in hierarchical play; neglected children displayed low levels of hierarchical play and sociability and higher than average levels only in seizing object aggression; and controversial children showed high levels of sociability and low levels of hierarchical play. The results highlight the relevance of hierarchical play in social acceptance and its possible effectiveness as an intervention tool.

Structures of Self-Regulation in Japanese Preschool Children

1997 ◽  
Vol 81 (1) ◽  
pp. 63-66 ◽  
Author(s):  
Sakae Nakata ◽  
Kunio Shiomi
Keyword(s):  
Sex Differences ◽  
Preschool Children ◽  
Self Regulation ◽  
Age Groups ◽  
Nursery Schools ◽  
Developmental Characteristics

This investigation was done to clarify the developmental characteristics and sex differences in self-regulation among Japanese preschool children. Subjects were 2038 children of age 4 to 6 years from kindergartens and nursery schools. There were 1016 boys and 1022 girls A questionnaire of 40 items was completed with assistance of the children's fathers or mothers. Analysis showed there were significant differences in self-regulation and altruism between boys and girls and that scores on self-assertion were greater across the age groups.

Ethnic and Sex Differences in Self-Esteem of Preschool Children

1979 ◽  
Vol 135 (1) ◽  
pp. 33-36 ◽  
Author(s):  
Douglas D. Samuels ◽  
Robert J. Griffore
Keyword(s):  
Sex Differences ◽  
Preschool Children ◽  
Self Esteem
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