Rough-and-Tumble Play and the Regulation of Aggression in Preschoolers

Autor/inn/en	Veiga, Guida; O'Connor, Rachel; Neto, Carlos; Rieffe, Carolien
Titel	Rough-and-Tumble Play and the Regulation of Aggression in Preschoolers
Quelle	In: Early Child Development and Care, 192 (2022) 6, S.980-992 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veiga, Guida) ORCID (O'Connor, Rachel) ORCID (Rieffe, Carolien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1828396
Schlagwörter	Play; Preschool Children; Self Control; Aggression; Peer Relationship; Fathers; Parent Child Relationship; Correlation; Child Development; Video Technology; Playgrounds; Parent Attitudes; Family Environment; Socialization; Family Characteristics; Socioeconomic Status; Occupations; Foreign Countries; Mothers; Age Differences; Gender Differences; Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Kindesentwicklung; Playground; Spielplatz; Elternverhalten; Familienmilieu; Socialisation; Sozialisation; Socio-economic status; Sozioökonomischer Status; Beruf; Berufsumfeld; Ausland; Mother; Mutter; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	Learning to regulate aggressive impulses is a significant developmental milestone for preschoolers. To date, there is no consensus about whether rough-and-tumble play (RTP) is positively or negatively related to the regulation of aggression. This study examined the relation of RTP with children's levels of emotion regulation and aggression. RTP of 90 4-6 years old preschoolers was videotaped at the school playground and measured through parent questionnaires at home. Besides the amount (frequency and duration), the characteristics (i.e. dominance and emotional display) of father-child RTP were also examined. In both contexts, more RTP was not related to better emotion regulation in children. At school, RTP with peers was related to more physical aggression. At home, the frequency of RTP interactions was related to more emotion dysregulation and aggression. The display of negative emotions during father-child RTP interactions was related to poorer emotion regulation skills, and higher levels of aggression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01