在高风险的学前教育样本中,对身体攻击和同行拒绝之间的关系进行了前性顺序分析
Chin-Chih Chen1, Jennifer J McComas1, Ellie Hartman1
1Department of Educational Psychology, University of Minnesota.
Early education and development
|August 23, 2023
概括
身体攻击和同行拒绝行为在风险学龄前儿童中在一年中增加. 侵略导致拒绝,拒绝导致侵略的可能性也显著增加,突出显示了令人担忧的发育轨迹.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 幼儿教育 儿童早期教育
背景情况:
- 儿童的社会生态对于幼儿教育中健康的行为发展至关重要.
- 关于幼儿身体攻击和同伴拒绝之间的顺序关系的研究有限.
- 了解这些动态可以为处于危险的年轻人提供有针对性的干预措施.
研究的目的:
- 检查高风险学龄前儿童的身体攻击和同行拒绝行为之间的连续关联.
- 通过直接观察,分析这些行为在学前一年的过程中发生的变化.
- 为改善干预策略和破坏负面发展轨迹提供数据.
主要方法:
- 一个使用实时直接观察协议的描述性研究.
- 测量了5名高风险学龄前儿童的身体攻击和同行拒绝行为的频率.
- 序列分析 (Yule's Q) 在学前一年的开始 (T1) 和结束 (T2) 进行.
主要成果:
- 身体攻击和同行拒绝行为从T1到T2显著增加.
- 从T1到T2观察到,身体攻击之后发生同行拒绝行为的可能性显著增加.
- 从T1到T2发现,同行拒绝行为的可能性随之而来的身体攻击也显著增加.
结论:
- 这项研究表明,在有风险的学龄前儿童中,身体攻击和同行拒绝之间的相互作用越来越大.
- 研究结果强调,需要对早期社会动态进行进一步研究,以有效地干预行为问题.
- 破坏这种不断升级的循环对于改善同伴关系和风险儿童的长期结果至关重要.
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