The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links with Social-Psychological Adjustment

Autor/inn/en	Gower, Amy L.; Lingras, Katherine A.; Mathieson, Lindsay C.; Kawabata, Yoshito; Crick, Nicki R.
Titel	The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links with Social-Psychological Adjustment
Quelle	In: Early Education and Development, 25 (2014) 5, S.619-640 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.844058
Schlagwörter	Kindergarten; Aggression; Interpersonal Relationship; Preschool Children; Preschool Teachers; Teacher Attitudes; Teacher Student Relationship; Behavior Problems; Peer Acceptance; Predictor Variables; Conflict; Social Behavior; Emotional Development; Bullying; Naturalistic Observation; Rating Scales; Check Lists; Regression (Statistics); Child Behavior Checklist; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Konflikt; Social behaviour; Soziales Verhalten; Gefühlsbildung; Mobbing; Naturbeobachtung; Rating-Skala; Checkliste; Regression; Regressionsanalyse
Abstract	Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student-teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10