Early Parenting and Children's Relational and Physical Aggression in the Preschool and Home Contexts

Autor/inn/en	Casas, Juan F.; Weigel, Stephanie M.; Crick, Nicki R.; Ostrov, Jamie M.; Woods, Kathleen E.; Yeh, Elizabeth A. Jansen; Huddleston-Casas, Catherine A.
Titel	Early Parenting and Children's Relational and Physical Aggression in the Preschool and Home Contexts
Quelle	In: Journal of Applied Developmental Psychology, 27 (2006) 3, S.209-227 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2006.02.003
Schlagwörter	Early Parenthood; Aggression; Preschool Children; Family Environment; Parent Child Relationship; Parenting Styles; Gender Differences; Child Behavior; Attachment Behavior; Child Rearing + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Attachment; Bindungsverhalten; Kindererziehung
Abstract	This study investigated early parent-child relationships and how children's use of relational and physical aggression varies with aspects of those relationships during the preschool years. Specifically, parenting styles, parents' use of psychological control, and parents' report of their children's reunion behaviors were assessed. Analyses revealed significant associations between children's use of both relational and physical aggression and parents' reports of their own and their partner's parenting style, psychological control behaviors, and indicators of the attachment relationship. The results highlight the importance of investigating both mothers' and fathers' parenting and the sex of the child in studies of potential links between parenting behaviors and young children's relational and physical aggression. Findings were considered in the context of each perspective and suggestions for future research and implications for intervention and prevention are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10