Preschool teachers’ attitudes, beliefs, and emotional reactions to young children's peer group behaviors

Coplan, Robert J.; Bullock, Amanda; Archbell, Kristen A.; Bosacki, Sandra

doi:10.1016/j.ecresq.2014.09.005

Cited by 77 publications

(78 citation statements)

References 110 publications

(30 reference statements)

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“…These forbidden RTP forms are fighting/wrestling, punching and hitting, open hand slapping, pile on, poke and grappling. This outcome is in accordance with other research corresponding outcomes (Coplan et al, 2015;DiCarlo et al, 2015;Tannock, 2008), in which it is shown that teachers find it difficult either to handle RTP, or to recognize the students' benefit when they practise RTP; and this happens because they support that RTP encourages violence.…”

Section: Discussionsupporting

confidence: 75%

“…However, female kindergarten teachers, influenced by their own gender habitus, define the forms and the type of the games that their students are allowed to play. Thus, the RTP forms that seem to include competition and fighting spirit, especially when played by boys, are often supressed by the kindergarten teachers, with the excuse that violence is fostered (Coplan et al, 2015;DiCarlo et al, 2015;Freeman & Brown, 2004;.…”

Section: International Research In Educationmentioning

confidence: 99%

“…Research on RTP mainly focuses on early childhood and early school age and, mostly, approaches the countries of USA and Canada. In these studies, the participation of gender in RTP is examined (see : Boulton, 1996;Jarvis, 2004;Storli, 2013), or there is an approach concerning the teachers' or parents' perceptions on RTP (see : Coplan, Bullock, Archbell, & Bosacki, 2015;Di Carlo, Baumgartner, Ota, & Jenkins, 2015;Fletcher, May, St George, Morgan, & Lubans, 2011;Tannock, 2008). There is also observation research on RTP developing among father and son and, consequently, apprehension of the impact on the boys' behavior forming and plays at school (see : Flanders, Leo, Paquette, Pihl, & Séguin, 2009;McBride-Chang & Nagy Jacklin, 1993).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Rough and Tumble Play and gender in kindergarten: Perceptions of kindergarten teachers

Koustourakis

Rompola²,

Asimaki³

2015

IRE

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The first purpose of this research, which was carried out using questionnaire and semi-structures interview, was to examine the types of Rough and Tumble Play (RTP) that are played in the Greek kindergarten school. The second aim of this study was to identify the kindergarten teachers' perceptions on RTP as well as their reactions in the cases that pupils are engaged in RTP in their schools. The types of RTP that pinpointed in the Greek kindergarten schools were verbal teasing, punching and hitting with or without physical contact, fighting/wrestling, pile on, chasing, spinning, tickling, rolling around, open hand slapping and protect -rescue games. The findings of the research, in which 67 female kindergarten teachers took part, suggested that the forms of RTP that include competition and intense physical contact are played almost exclusively by boys. More specifically these types of RTP are fighting/wrestling, punching and hitting, open hand slapping and pile on, which, according to the kindergarten teachers, correspond to boys and they put them in the list of the forbidden plays, as reported by the school rules they establish in their schools. Thus, when the kindergarten teachers realize that their students play some of the specific RTP intervene in order to stop it, so that there is not a possibility of injury.

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Section: Discussionsupporting

confidence: 75%

Section: International Research In Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Rough and Tumble Play and gender in kindergarten: Perceptions of kindergarten teachers

Koustourakis

Rompola²,

Asimaki³

2015

IRE

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“…Many examples of aggressive behaviour can be seen especially in newspapers, on television, on social media, in films and even in cartoons (Christakis et al 2013;Klein, & Shiffman, 2012;Pazarbasi, 2018). Parents, teachers and social psychologists are particularly concerned about the increase in aggression among children (Coplan et al 2015;Trawick-Smith, 2014). Besides, it is important to understand the importance of preschool teachers who are the first mentors of young children following their parents (Ersan, 2015) and to determine which behaviours these teachers consider as aggressive behaviours.…”

Section: Introductionmentioning

confidence: 99%

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

Ersan¹

2020

EUROPEAN J ED RES

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Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children's lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.

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“…Okul öncesi dönem çocuklarının çevreleriyle (anne-baba, diğer yetişkinler, kardeşler, akranlar ve hatta nesnelerle) kuracakları çeşitli etkileşimlerde istenmeyen bazı davranışların da meydana gelmesi olasıdır. Özellikle okul öncesi dönemde anne-babalar ve hatta öğretmenler için en çok kaygı veren, en ciddi ve en yıkıcı davranış saldırganlıktır (Coplan, Bullock, Archbell ve Bosacki, 2015;Craig, Henderson ve Murphy, 2000;Gander ve Gardiner, 2015;Trawick Smith, 2014). Okul öncesi dönem çocuklarında görülen saldırgan davranışların genetik-biyolojik nedenlerle ortaya çıkabildiği gibi sosyal-çevresel nedenler dolayısıyla da meydana geldiği düşünülmektedir (Bandura, Ross ve Ross, 1961;Lacourse vd., 2014;Mendes, Mari, Singer, Barros ve Mello, 2009).…”

Section: Introductionunclassified

The Study of the Aggression Levels of Preschool Children in Terms of Emotion Expression and Emotion Regulation

Ersan¹,

Tok

2019

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Preschool teachers’ attitudes, beliefs, and emotional reactions to young children's peer group behaviors

Cited by 77 publications

References 110 publications

Rough and Tumble Play and gender in kindergarten: Perceptions of kindergarten teachers

Rough and Tumble Play and gender in kindergarten: Perceptions of kindergarten teachers

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

The Study of the Aggression Levels of Preschool Children in Terms of Emotion Expression and Emotion Regulation

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