Supplemental Material for Developmental Trajectories of Physical Aggression and Prosocial Behavior in Early Childhood: Family Antecedents and Psychological Correlates

2019 ◽  
Keyword(s):  
Early Childhood ◽  
Prosocial Behavior ◽  
Physical Aggression ◽  
Developmental Trajectories ◽  
Psychological Correlates

Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities

2020 ◽  
pp. 016502542093563 ◽  
Author(s):  
Qinxin Shi ◽  
Idean Ettekal ◽  
Jeffrey Liew ◽  
Steven Woltering
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Prosocial Behavior ◽  
Low Income ◽  
Developmental Trajectories ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Individual Characteristics ◽  
Risk And Resilience ◽  
Stable Class

The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher–child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher–child warmth, higher teacher–child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher–child warmth served as common protective antecedents. Interestingly, teacher–child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class.

scholarly journals Risk Factors Associated With Boys’ and Girls’ Developmental Trajectories of Physical Aggression From Early Childhood Through Early Adolescence

2018 ◽  
Vol 1 (8) ◽  
pp. e186364 ◽  
Author(s):  
Ali Teymoori ◽  
Sylvana M. Côté ◽  
Bobby L. Jones ◽  
Daniel S. Nagin ◽  
Michel Boivin ◽  
...  
Keyword(s):  
Risk Factors ◽  
Early Childhood ◽  
Early Adolescence ◽  
Physical Aggression ◽  
Developmental Trajectories ◽  
Factors Associated

scholarly journals Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education

2021 ◽  
Vol 18 (4) ◽  
pp. 2007
Author(s):  
Verónica Schiariti ◽  
Rune J. Simeonsson ◽  
Karen Hall
Keyword(s):  
Early Childhood ◽  
Developmental Trajectories ◽  
Well Being ◽  
Early Years ◽  
Early Child Development ◽  
Developmental Potential ◽  
Developmental Functioning ◽  
Global Cycles ◽  
Global Initiatives

In the early years of life, children’s interactions with the physical and social environment- including families, schools and communities—play a defining role in developmental trajectories with long-term implications for their health, well-being and earning potential as they become adults. Importantly, failing to reach their developmental potential contributes to global cycles of poverty, inequality, and social exclusion. Guided by a rights-based approach, this narrative review synthesizes selected studies and global initiatives promoting early child development and proposes a universal intervention framework of child-environment interactions to optimize children’s developmental functioning and trajectories.

Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex

2020 ◽  
Vol 32 (5) ◽  
pp. 1888-1898
Author(s):  
Melissa J. Hagan ◽  
Danielle S. Roubinov ◽  
W. Thomas Boyce ◽  
Nicole R. Bush
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Stress Responses ◽  
Physical Aggression ◽  
Stress Reactivity ◽  
Physiological Stress ◽  
Kindergarten Children ◽  
Peer Ratings ◽  
Cortisol Reactivity ◽  
Physiological Stress Response

AbstractThere is emerging evidence that the development of problematic aggression in childhood may be associated with specific physiological stress response patterns, with both biological overactivation and underactivation implicated. This study tested associations between sex-specific patterns of stress responses across the sympathetic nervous system (SNS) and hypothalamic–pituitary–adrenal (HPA) axis and peer nominations of aggression among 271 kindergarten children (Mean age = 5.32 years; 52% Female; 44% White). Upon entry to kindergarten, children participated in a multidomain standardized stress paradigm. Changes in pre-ejection period (PEP) and salivary cortisol were assessed. On a separate day, children provided peer ratings of physical and relational aggression in a standardized interview. As expected, there was a significant three-way interaction between PEP, cortisol reactivity, and sex, but only for physical aggression. Among boys, cortisol reactivity was positively associated with physical aggression only for those with higher SNS reactivity. Findings suggest that for boys, asymmetrical and symmetrical HPA/SNS reactivity may be associated with lower and higher risk for peer-directed physical aggression, respectively. Understanding the complex associations between multisystem physiology, child sex and peer-directed aggression in early childhood may offer insight into individual differences underlying the emergence of behavioral dysregulation in early peer contexts.

scholarly journals The development of aggressive behaviour during childhood: What have we learned in the past century?

2000 ◽  
Vol 24 (2) ◽  
pp. 129-141 ◽  
Author(s):  
Richard E. Tremblay
Keyword(s):  
20Th Century ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Developmental Trajectories ◽  
School Age Children ◽  
Indirect Aggression ◽  
Past Century ◽  
Implicit Assumption ◽  
Apparent Lack ◽  
Agressive Behaviour

Research on human aggression has been a flourishing industry in the 20th century. As the attention shifted from an instinctual paradigm to a drive paradigm and a social learning paradigm, what have we learned on the development of aggressive behaviour during childhood? Are children born with an aggressive instinct or do they have to learn to aggress?This question has deep philosophical roots, but it also has important practical implications. Should interventions prevent children from learning to aggress or should they help children learn to inhibit aggressive reactions? Since most of the 20th century work on the development of aggression was concentrated on adolescents and elementary school age children, there appeared to be an implicit assumption that aggression is learned during these developmental periods. It is argued that to understand the origins of aggressive behaviour and prevent chronic cases of physical aggression we will need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour. The form of agressive behaviour that is generally considered more “serious” or “socially unacceptable” (physical aggression) is clearly ontogenetically antecedent to less “serious” forms of aggressive behaviour, such as verbal aggression or indirect aggression. Furthermore, as a rule the frequency of physical aggression appears to decrease with age. However, infants’ physical aggression has generally not been considered developmentally significant. This is probably because of “the weakness of their limbs” and the apparent lack of “intentionality”. To have a relatively complete description of the life-span developmental trajectories of human aggressive behaviour by the end of the 21st century, we will need to start recruiting pregnant women very soon.

scholarly journals Empathic Behavior in Early Childhood under Condition of Taking the Mom’s Role in the Play

2018 ◽  
Vol 10 (4) ◽  
pp. 23-30
Author(s):  
T.O. Yudina
Keyword(s):  
Early Childhood ◽  
Prosocial Behavior ◽  
Empirical Data ◽  
Role Playing ◽  
Role Taking ◽  
Mediating Role ◽  
The Difference ◽  
Empathic Behavior

Following the modern theoretical and empirical data on the problem of relation between the role-taking and empathy abilities we supposed that empathic behavior in early childhood could be realized through acquiring the role “mom” within the role playing. In order to test our suppose we have conducted the ingroup experiment with 36 toddlers (M=35 months) and compared the frequency of the empathic behavior under two conditions: 1) taking the role of mom and 2) taking the role of friend by the toddler withing the experimental story-play with toys. According to our hypothesis we expected that children would display the empathic behavior more frequent in the condition of taking the mom’s role. Our hypothesis was not confirmed since the difference between conditions has been not significant. Such results reveal that the parental models do not serve significant mediating role in the child’s learning of prosocial behavior.

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