Relational and overt aggression in preschool.

Crick, Nicki R.; Casas, Juan F.; Mosher, Monique

doi:10.1037/0012-1649.33.4.579

Cited by 617 publications

(640 citation statements)

References 34 publications

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“…Six items from the Preschool Social Behavior Scale-Teacher Form (Crick, Casas & Mosher, 1997) assessed relational aggression (e.g., "tells other kids he/she won't be their friend unless they do what he/she wants"). Items from both measures were rated on a 6-point Likert scale (almost never to almost always, α = .88 and .93, respectively).…”

Section: Measures Of School Readinessmentioning

confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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Section: Measures Of School Readinessmentioning

confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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“…This scale was constructed by Crick, Casas, and Mosher (1997) to evaluate the social behavior of preschool children. It consists of 25 items divided into four dimensions: Relational Aggression, Overt Aggression, Prosocial Behavior and Depressed Affect.…”

Section: Preschool Social Behavior Scale -Teacher Form (Psbs-t)mentioning

confidence: 99%

O Engajamento Paterno como Fator de Regulação da Agressividade em Pré-Escolares

Gomes

Crepaldi

Bigras

2013

Paidéia (Ribeirão Preto)

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Este estudo teve por objetivo investigar o engajamento paterno como fator de regulação da agressividade em crianças de quatro a seis anos de idade. Cinquenta pais responderam a questionários sobre seu engajamento com os filhos e dados sociodemográficos e 26 educadoras responderam questionários acerca do desenvolvimento social das crianças. Foram realizadas análises descritivas e inferenciais. Constatou-se que os pais estão engajados com seus filhos e realizam com maior frequência atividades referentes a suporte emocional, disciplina e jogos físicos. O pai com maior jornada de trabalho é menos engajado e quanto mais ele se dedica aos cuidados básicos e às tarefas de casa, menos os filhos apresentam problemas de externalização. Políticas e programas de apoio ao envolvimento paterno são essenciais para a transformação e consolidação da responsabilidade masculina com relação aos filhos e para a prevenção da agressividade persistente.

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“…Teacher reports may also have drawbacks, because children may not always disclose to teachers their experiences with victimization (see Whitney & Smith, 1993). Compared to older children, however, this limitation appears to be less pertinent for the youngest age groups (Crick, Casas, & Mosher, 1997). In young children, the emphasis is relatively more on socialization rather than teaching.…”

mentioning

confidence: 99%

Peer Victimization in Dutch School Classes of Four‐ to Five‐Year‐Olds: Contributing Factors at the School Level

Bonnet

Goossens

Willemen

et al. 2009

The Elementary School Journal

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This research was designed to examine how factors within young children's environment (e.g., school factors, neighborhood) contribute to explaining peer victimization. The sample comprised 2,003 children (between 4 and 5 years of age) from 98 classrooms in 23 elementary schools in the Netherlands. Teachers were asked to complete a questionnaire on exposure to victimization for each child. Multilevel analyses revealed that gender and social climate of the school were directly related to victimization. Furthermore, results indicated that peer victimization in boys was less prevalent when they attended smaller schools. In low-SES neighborhoods victimization scores were significantly lower when schools had implemented clear antibullying policies. Finally, variation among school classes appeared to be strongly associated with victimization, even more so than variation among schools. These findings support broadening the focus beyond the individual child at risk.

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Relational and overt aggression in preschool.

Cited by 617 publications

References 34 publications

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

O Engajamento Paterno como Fator de Regulação da Agressividade em Pré-Escolares

Peer Victimization in Dutch School Classes of Four‐ to Five‐Year‐Olds: Contributing Factors at the School Level

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