Preschoolers' Differential Conflict Behavior with Friends and Acquaintances

Vespo, Jo Ellen; Caplan, Marlene

doi:10.1207/s15566935eed0401_4

Cited by 25 publications

(20 citation statements)

References 9 publications

(16 reference statements)

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“…The effect of relationship on the acceptance of reconciliation was confirmed after adjusting for other factors in four-year-olds. This is consistent with previous studies that showed that friends mutually disengaged from their disagreements more readily than did non-friends, and that equal or partially equal outcomes were more common between friends than between nonfriends [Nelson and Aboud, 1985;Hartup et al, 1988;Dunn and Slomkowski, 1992;Hartup, 1992;Vespo and Calpan, 1993]. In four-year-old children, however, the PC-MC comparison method revealed that conciliatory tendencies [V: Veenema et al, 1994;R: Butovskaya and Kozintsev, 1999], in which the baseline affiliation level was concerned, were more prevalent among non-friends than among friends.…”

Section: Reconciliation and Friendshipsupporting

confidence: 92%

Reconciliation pattern after aggression among Japanese preschool children

2005

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Using an ethological observation method (the PC-MC comparison method), this study investigated patterns of reconciliation after aggression among Japanese preschool children, focusing on factors that influenced its occurrence or acceptance, as well as on strategies and function. There were several factors among four-year-olds that facilitated reconciliatory attempts and acceptance, such as proximity after the aggression; among three-year-olds there were no such factors. Depending on the situation during and after aggression, children used 'explicit' (e.g., apologizing, compromising, and offering objects) and 'implicit' (e.g., being friendly, talking without apologizing, and touching the opponent gently) reconciliatory strategies. Reconciliation occurred more often among friends than among nonfriends, particularly among four-year-olds. However, after considering the baseline affiliation level, the conciliatory tendency among non-friends was higher than that among friends in four-year-olds. Victims' self-directed behavior (SDB) -a behavioral index of stress -was elevated following aggression, but decreased following reconciliation. This suggests that reconciliation functions to reduce the postconflict stress suffered by the targets of aggression. Aggress. Behav. 31:138-152, 2005. r

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Section: Reconciliation and Friendshipsupporting

confidence: 92%

Reconciliation pattern after aggression among Japanese preschool children

2005

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“…Na literatura encontra-se a explicação de que as meninas concordam mais entre si para prolongar a interação, ou seja, a maior incidência de afirmações com justificativas entre meninas evidencia um maior interesse em assuntos ligados ao relacionamento e ao bem-estar social. Já os meninos revelariam, no uso de afirmações sem justificativa, evidências de questões de domínio e prestígio (Hartup et al, 1993 (Hartup, 1989(Hartup, ,1992Vespo & Caplan, 1993), o que significa dizer que, neste estudo, as crianças amigas foram mais socialmente competentes.…”

Section: Resultsunclassified

“…Contudo, o que aqueles estudos demonstram é que gênero é uma dimensão que deve ser considerada nas investigações que contemplem a interação de crianças. As pesquisas que abordaram conjuntamente amizade e gênero nas situações de conflito são relatadas a seguir (Hartup et al, 1993;Rose & Asher, 1999;Vespo & Caplan, 1993 variados. Nesta segunda condição havia um experimentador que acompanhava, procurando não se envolver com as crianças.…”

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“…Assim, estudos sobre conflito mediante a análise de díades de crianças amigas e não-amigas, relatam que as primeiras, na comparação com as últimas: apresentam respostas mais construtivas aos conflitos (Nelson & Aboud, 1985); usam mais freqüentemente oposições seguidas de justificativas ou explicações para seus posicionamentos (Eisenberg & Garvey, 1981;Nelson & Aboud, 1985); participam de conflitos de menor intensidade em contexto aberto (Hartup et al, 1988), e de maior intensidade em contexto fechado (Hartup et. al, 1993); discordam mais e com maior duração em contexto fechado (Hartup et al, 1993); negociam mais tanto em contexto aberto (Hartup et al, 1988) como em fechados (Fonzi et al, 1997); resolvem conflitos mais freqüentemente mediante mútuo desvencilhamento (Hartup et al, 1988); propõem soluções mais igualitárias pós-conflito, seguidas de maior interação e proximidade física após a conclusão (Hartup et al, 1988); diferem quanto ao sexo no uso de asserções, com meninas fazendo mais uso de justificativas que os meninos (Hartup et al, 1993); diferem quanto ao sexo no uso da negociação, por parte dos meninos (Vespo & Caplan, 1993); se comprometem mais nas contrapropostas (Fonzi et al, 1997); e fazem mais uso de contrapropostas de tipo complementar (Tomada et al, 2002).…”

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Amizade e gênero nos conflitos de pré-escolares

Daudt

Souza

Sperb

2007

IJPR

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Investigated the role of friendship and gender on conflict episodes of 48 preschoolers aged approximately 5 years and 8 months. Children were organized in dyads of same-sex friends and non-friends. Conflict situations were coded according to incidence, type, termination strategies, and finalizations. Gender differences were detected for type of conflict, with girls using more reasons for oppositions than boys. Termination strategies were used with a joint effect of friendship and gender: girl-friends preferred the tactic of standing firm whereas boy-friends chose more negotiation as means to deal with a disagreement, compared to the non-friend dyads. As for the results on conflict finalizations, friendship relations accounted for a significant difference found for agreement, while gender showed to be related to the use of disengagement among girls. Combined analysis between termination strategies and conflict finalizations indicated two significant differences: the first was related to friendship, through which children used more negotiation leading to agreement; the second showed a joint effect of friendship and gender, where non-friend girls tended to negotiate to reach disengagement, more often that non-friend boys. Findings for termination strategies -with girl-friends being more incisive and firm with their partners -diverge from the results provided by empirical literature, where boys are described as more autonomy-and domain oriented, and girls are prone to intimacy and social well-being in their relationships. Results are discussed with basis on previous studies conducted on conflict among preschoolers with considerations about the effects of gender and type of relationship.

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“…Vaikai gali sąmo-ningai keisti savo elgesį, tačiau gali būti, kad konflikto metu jie pirmiausiai naudoja įprastas, išmoktas konflikto strategijas (Carnevale ir Probst, 1998;Stevahn ir kt., 2000). Be to, konflikto sprendimo situacija gali būti sprendžiama keliais skirtingais būdais arba vaikai gali skirtingai elgtis su artimais draugais, o ne su kitais bendraklasiais (Vespo, Caplan, 1993).…”

Section: Miglė Dovydaitienė Vaida Platkevičiūtėunclassified

Jaunesniojo Mokyklinio Amžiaus Vaikų Konfliktų Sprendimo Būdų Ir Vaiko Statuso Grupėje Sąsajos

Dovydaitienė¹,

Platkevičiūtė²

2014

ActPaed

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Preschoolers' Differential Conflict Behavior with Friends and Acquaintances

Cited by 25 publications

References 9 publications

Reconciliation pattern after aggression among Japanese preschool children

Reconciliation pattern after aggression among Japanese preschool children

Amizade e gênero nos conflitos de pré-escolares

Jaunesniojo Mokyklinio Amžiaus Vaikų Konfliktų Sprendimo Būdų Ir Vaiko Statuso Grupėje Sąsajos

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