Rose Chad A, Richman David M, Fettig Katharine, Hayner Annamarie, Slavin Carly, Preast June L
a Department of Special Education , University of Missouri , Columbia , MO , USA .
b Department of Educational Psychology and Leadership , Texas Tech University , Lubbock , TX , USA , and.
Dev Neurorehabil. 2016 Aug;19(4):246-54. doi: 10.3109/17518423.2014.979955. Epub 2014 Dec 30.
The purpose of the current study was to determine if peer reactions to aggression among preschool youth were consistent with those conceptualized in the adolescent bullying literature as defenders, encouragers, and neutral bystanders.
Direct observations were used to document patterns for types of peer-directed aggression in early childhood settings to ascertain interaction differences between individuals involved within the bullying dynamic.
Observations of 50 students in preschool were conducted over 5.5 months. Event recording procedures were used to document aggressive behaviors and reactions from peers and teachers.
Results indicated that the majority of aggression was physical. Additionally, peer reactions, as described in the bullying literature for school-aged youth, occurred very infrequently.
Peer aggression tended to be more physical, suggesting that early childhood educators should attend to these physical interactions, and cultivate a classroom community that emphasizes social supports and appropriate interactions.
本研究的目的是确定学龄前儿童对攻击行为的同伴反应是否与青少年欺凌文献中所概念化的捍卫者、鼓励者和中立旁观者的反应一致。
采用直接观察法记录幼儿环境中同伴导向攻击行为的类型模式，以确定欺凌动态中涉及的个体之间的互动差异。
在5.5个月内对50名学龄前儿童进行了观察。采用事件记录程序记录攻击行为以及同伴和教师的反应。
结果表明，大多数攻击行为是身体上的。此外，学龄期青少年欺凌文献中描述的同伴反应很少发生。
同伴攻击行为往往更多是身体上的，这表明幼儿教育工作者应关注这些身体互动，并营造一个强调社会支持和适当互动的课堂环境。
