The Development of Social Interchange Patterns from 12 to 42 Months

Holmberg, Margaret C.

doi:10.2307/1129278

Cited by 99 publications

(46 citation statements)

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“…The impact of this measurement problem and the other biases that could be related to the use of mother ratings, however, are reduced by the fact that the aggression trajectories are based on 3 different ratings over a 3-year period. The increase in physical aggression that we described corresponds to the increase reported by observational studies on small samples, 63,64 and the predictors correspond to those observed in studies with older children in which aggression was assessed by other means than mother reports. 12,16,65 …”

Section: Discussionsupporting

confidence: 85%

Physical Aggression During Early Childhood: Trajectories and Predictors

et al. 2004

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ABSTRACT. Objectives. Physical aggression in children is a major public health problem. Not only is childhood physical aggression a precursor of the physical and mental health problems that will be visited on victims, but also aggressive children themselves are at higher risk of alcohol and drug abuse, accidents, violent crimes, depression, suicide attempts, spouse abuse, and neglectful and abusive parenting. Furthermore, violence commonly results in serious injuries to the perpetrators themselves. Although it is unusual for young children to harm seriously the targets of their physical aggression, studies of physical aggression during infancy indicate that by 17 months of age, the large majority of children are physically aggressive toward siblings, peers, and adults. This study aimed, first, to identify the trajectories of physical aggression during early childhood and, second, to identify antecedents of high levels of physical aggression early in life. Such antecedents could help to understand better the developmental origins of violence later in life and to identify targets for preventive interventions.Methods. A random population sample of 572 families with a 5-month-old newborn was recruited. Assessments of physical aggression frequency were obtained from mothers at 17, 30, and 42 months after birth. Using a semiparametric, mixture model, distinct clusters of physical aggression trajectories were identified. Multivariate logit regression analysis was then used to identify which family and child characteristics, before 5 months of age, predict individuals on a high-level physical aggression trajectory from 17 to 42 months after birth.Results. Three trajectories of physical aggression were identified. The first was composed of children who displayed little or no physical aggression. These individuals were estimated to account for ϳ28% of the sample. The largest group, estimated at ϳ58% of the sample, followed a rising trajectory of modest aggression. Finally, a group, estimated to comprise ϳ14% of the sample, followed a rising trajectory of high physical aggression. Best predictors before or at birth of the high physical aggression trajectory group, controlling for the levels of the other risk factors, were having young siblings (odds ratio [OR]: 4.00; confidence interval [CI]: 2.2-7.4), mothers with high levels of antisocial behavior before the end of high school (OR: 3.1; CI: 1.1-8.6), mothers who started having children early (OR: 3.1; CI: 1.4 -6.8), families with low income (OR: 2.6; CI: 1.3-5.2), and mothers who smoked during pregnancy (OR: 2.2; CI: 1.1-4.1). Best predictors at 5 months of age were mothers' coercive parenting behavior (OR: 2.3; CI: 1.1-4.7) and family dysfunction (OR: 2.2; CI: 1.2-4.1). The OR for a high-aggression trajectory was 10.9 for children whose mother reported both high levels of antisocial behavior and early childbearing.Conclusions. Most children have initiated the use of physical aggression during infancy, and most will learn to use alternatives in the following years before...

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Section: Discussionsupporting

confidence: 85%

Physical Aggression During Early Childhood: Trajectories and Predictors

et al. 2004

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“…In an investigation of toddlers in a center-based early intervention program, Lieber, Beckman, and Strong (1991) found that these children initiated about five times during a IS-minute observation. This rate was similar to the initiation rates of younger children without disabilities in other studies (Holmberg, 1980;Mueller & Brenner, 1977). But Lieber et al found that when toddlers did initiate, they were relatively successful.…”

Section: Initiationsupporting

confidence: 83%

Social Coordination as a Component of Social Competence in Young Children with Disabilities

Lieber¹,

Beckman²

1991

Exceptional

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Substantial evidence shows that young children with disabilities frequently have difficulty with social interaction (Guralnick & Weinhouse, 1984). Although the interactions of children with disabilities and their peers do not seem to be any more negative than the interactions of nondisabled children and their peers, evidence suggests that the overall frequency of interactions is much lower (Beckman, 1983;Guralnick, 1990;Guralnick & Weinhouse, 1984). For example, Beckman (1983) found that preschool children with disabilities engaged in fewer and shorter behavior chains than their nondisabled peers. One reason may be that longer interchanges depend on more sophisticated social skills including the ability to coordinate social behavior with that of a partner. From our perspective, social coordination should be distinguished from social interaction. Whereas social interaction includes any exchange that occurs between partners, social coordination requires additional sophistication.In this article we review what is currently known about social coordination in young children with disabilities. A discussion of the role of social coordination in developing social competence is followed by a description of how social coordination develops in children with and without disabilities. Next we discuss how available assessments of social skills address the concept of social coordination. Finally we identify intervention strategies that may be useful in facilitating social coordination. THE IMPORTANCE OF COORDINATING SOCIAL BEHAVIOROne important component of social competence that is associated with more sophisticated behavioral exchanges between children involves the ability to coordinate behavior with that of a partner. For example, social coordination occurs when a toddler looks at her partner, points to a toy, makes a sound, then looks back at her partner. The toddler and her partner are simultaneously coordinating their attention to each other and to an object. Thus, social coordination requires the ability to coordinate the focus of attention, the timing, and the sequence of behaviors with that of a social partner.

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“…Much of our knowledge on gender differences in aggressive behavior during infancy comes from small-scale studies that relied on nonprobability samples. Some studies have found that more boys than girls manifest aggressive behavior before two years of age (e.g., Fagot & Hagan, 1985;Hay, Castle & Davies, 2000;Tremblay et al, 1999), whereas others have found no gender differences (e.g., Hay, Castle & Davies, 2000;Holmberg, 1980;Shaw, Keenan & Vondra, 1994;Tremblay et al, 1999). To our knowledge, there are only three epidemiological surveys of physically aggressive behaviors in boys and girls under two years of age: the University of California Control Study (Macfarlane, Allen & Honzik, 1954), the 1956 Child Health Survey (Heinstein, 1969;Hornberger, Bowman, Greenblatt & Corsa, 1960), and the Québec Longitudinal Study of Child Development (Jetté & Des Groseilliers, 2000;Jetté, 2002;Plante, Courtemanche & Des Groseilliers, 2002).…”

Section: Epidemiological Surveys Of Physically Aggressive Behaviors Imentioning

confidence: 99%

Gender differences in physical aggression: A prospective population-based survey of children before and after 2 years of age.

Baillargeon

Zoccolillo

Keenan

et al. 2007

Developmental Psychology

195

157

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There has been much controversy over the past decades on the origins of gender differences in children's aggressive behavior. A widely held view is that gender differences emerge sometime after 2 years of age and increase in magnitude thereafter because of gender-differentiated socialization practices. The objective of this study was to test for (a) gender differences in the prevalence of physical aggression in the general population of 17-month-old children and (b) change in the magnitude of these differences between 17 and 29 months of age. Contrary to the differential socialization hypothesis, the results showed substantial gender differences in the prevalence of physical aggression at 17 months of age, with 5% of boys but only 1% of girls manifesting physically aggressive behaviors on a frequent basis. The results suggest that there is no change in the magnitude of these differences between 17 and 29 months of age.

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The Development of Social Interchange Patterns from 12 to 42 Months

Cited by 99 publications

References 0 publications

Physical Aggression During Early Childhood: Trajectories and Predictors

Physical Aggression During Early Childhood: Trajectories and Predictors

Social Coordination as a Component of Social Competence in Young Children with Disabilities

Gender differences in physical aggression: A prospective population-based survey of children before and after 2 years of age.

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