Article2007

Forms and Functions of Aggression During Early Childhood: A Short-Term Longitudinal Study

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Bullying, Victimization, and Aggression Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development

Abstract

AbstactThe school classroom and playground provide an important context for learning about young children's social interactions. A multimethod, multiinformant, short-term longitudinal study was conducted to investigate the utility of including school-based observational assessments of both form (i.e., physical and relational) and function (i.e., proactive and reactive) of aggressive behavior at school with a young sample during early childhood (132 children; M = 44.37 months; SD = 9.88). The study revealed low intercorrelations between observed proactive and reactive functions of aggression and low to moderate levels of stability. Based on 160 min of observation per child for an academic year, the findings revealed that boys are more physically aggressive to peers than are girls, whereas girls are more relationally aggressive than are boys. The results provide evidence for the differential association between aggression categories and future social-psychological adjustment constructs with particular relevancy for school contexts (i.e., peer rejection and student-teacher conflict).

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References

1993Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.1996Forming inferences about some intraclass correlation coefficients.1995Relational Aggression, Gender, and Social-Psychological Adjustment 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade 1987Social-information-processing factors in reactive and proactive aggression in children's peer groups.1996Social Information-Processing Mechanisms in Reactive and Proactive Aggression 1998Aggression and antisocial behavior.1996The Role of Overt Aggression, Relational Aggression, and Prosocial Behavior in the Prediction of Children's Future Social Adjustment

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