一个社会生态模型的学龄前儿童的侵略行为:一个探索性分析
Kristin J Perry1, Gretchen R Perhamus2, Gabriela Memba2
1Edna Bennett Pierce Prevention Research Center, College of Health and Human Development, Pennsylvania State University.
School psychology (Washington, D.C.)
|August 17, 2023
概括
学前儿童的攻击性行为与气质,同龄人互动和课堂攻击性有关. 学校心理学家应该考虑这些多重影响,以便在幼儿教育中进行有效的干预.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 了解学龄前的侵略性对于基于学校的干预至关重要.
- 幼儿时期的侵略性可能会产生长期影响.
- 需要一个社会生态的方法来检查侵略的多面性质.
研究的目的:
- 为学校心理学家验证一个课堂级的侵略措施.
- 测试一个社会生态模型的学龄前侵略.
- 识别侵略的个人,二代和课堂相关性.
主要方法:
- 一项以学校为基础的研究,涉及307名学龄前儿童.
- 教师报告了气质和同龄人受害的情况.
- 在课堂上对侵略和玩伴互动的观察.
主要成果:
- 课堂侵略措施证明了可靠性和有效性.
- 负面情绪,大胆的气质和更多的游戏伙伴预测了更高的侵略严重性.
- 课堂关系侵略预测了个人关系侵略.
结论:
- 课堂层面的侵略措施是学校心理学家的宝贵工具.
- 幼儿园的侵略性受到个人,同行和课堂因素的影响.
- 干预措施应针对多个生态层面,以获得最佳影响.
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