scholarly journals Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications

2021 ◽  
Vol 10 (6) ◽  
pp. 223
Author(s):  
Pedro Miguel González Moreno ◽  
Héctor del Castillo ◽  
Daniel Abril-López
Keyword(s):  
Public Schools ◽  
Bullying Prevention ◽  
Comic Strips ◽  
Early School ◽  
Bullying Prevention Programs ◽  
Primary Schoolchildren ◽  
Early School Age ◽  
Perceptions Of Bullying ◽  
And Coping ◽  
Age Range

Bullying research among preschoolers and the early grades of primary school is still scarce. With the aid of a set of cartoons representing prototypical bullying scenes, we interview 120 schoolchildren (50% girls) from kindergarten to third grade (age range: 5.44–9.58) from three mainstream public schools located in the eastern Community of Madrid, in order to analyse their perceptions regarding this phenomenon. Results show that 94.2% (n = 113) of schoolchildren are able to recognize when a partner is victimized. Nevertheless, significant differences were found by grade (p = 0.017), with kindergarteners giving more responses classified as one-off aggressions. Most students (n = 102) empathize with the victims´ emotions and condemn the bullies’ behavior, regardless of their gender (p = 0.637) or grade (p = 0.578). A total of 53.9% (n = 64) of students think these bullying situations are partly caused by previous conflicts; girls are inclined to think this more often than boys (p = 0.003). Furthermore, 53.8% (n = 64) of the students would request help from their schoolteachers if they were bullied, with no statistically significant differences by gender (p = 0.254) or by grade (p = 0.133). These results serve as a rationale to develop bullying prevention programs from a very early school age to provide information regarding its causation and coping strategies, among others.

Complex Motor Functions of the Preferred and Non-Preferred Hands in Brain-Damaged and Normal Children

1971 ◽  
Vol 33 (2) ◽  
pp. 671-675 ◽  
Author(s):  
Ralph M. Reitan
Keyword(s):  
School Age Children ◽  
Older Children ◽  
Normal Children ◽  
Early School ◽  
Complex Motor ◽  
Name Writing ◽  
Early School Age ◽  
The Difference ◽  
Age Range ◽  
The Brain

A previous study of early school-age children indicated that a brain-damaged group took more time in normal name-writing than did a group of normal children with both the preferred hand and the non-preferred hand. In addition, the difference between the 2 hands was greater for the brain-damaged children. These results could have been attributed at least in part, considering the age range of 6 to 8 yr., to lack of development of skill in name-writing. Therefore, the study was replicated using children in the 9- to 14-yr. age range since name-writing should have been a practiced and perhaps over-learned skill for older children. Groups were formed by matching pairs of brain-damaged and normal children for race, sex, and age. The results, found by applying converted scores derived from the study of younger children, confirmed the findings with younger children and permitted differentiation of the brain-damaged and normal groups with almost the same degree of accuracy achieved in the prior study. The results suggest that the findings are not due to lack of development of name-writing skill but instead reflect a difference in normal tempo, associated with brain damage, in a highly practiced, complex motor function.

scholarly journals ERICA: use of screens and consumption of meals and snacks by Brazilian adolescents

2016 ◽  
Vol 50 (suppl 1) ◽  
Author(s):  
Juliana Souza Oliveira ◽  
Laura Augusta Barufaldi ◽  
Gabriela de Azevedo Abreu ◽  
Vanessa Sá Leal ◽  
Gisela Soares Brunken ◽  
...  
Keyword(s):  
Public Schools ◽  
Video Game ◽  
Private School ◽  
School Students ◽  
Male Adolescents ◽  
Complex Sampling ◽  
Range Type ◽  
Complex Sampling Design ◽  
The Media ◽  
Age Range

ABSTRACT OBJECTIVE To describe the length of exposure to screens and the prevalence of consumption of meals and snacks by Brazilian adolescents in front of screens. METHODS We evaluated 74,589 12 to 17-year old adolescents from 1,247 schools in 124 Brazilian municipalities. A self-administered questionnaire was used. Its segment regarding nutrition contained questions about using TV, computers, and video game systems, having meals while watching TV, and consuming snacks in front of screens. Consumption of meals and snacks in front of screens was analyzed according to the following variables: geographical region, gender, age range, type of school (public or private), and school shift. The prevalences and their respective 95% confidence intervals were estimated under a complex sampling design. RESULTS A great deal of the adolescents (73.5%, 95%CI 72.3-74.7) reported spending two or more hours a day in front of screens. That habit was more frequent among male adolescents, private school students, morning shift students, and students from Brazil’s South region. More than half of the adolescents (56.6%, 95%CI 55.4-57.8) reported almost always or always having meals in front of TV, and 39.6% (95%CI 38.8-40.5) of them said they consumed snacks in front of screens exactly as often. Both situations were the most prevalent ones among the girls, who attended public schools and were from Brazil’s Midwest region. CONCLUSIONS Length of exposure to screens and consumption of meals and snacks almost always or always in front of screens are high among Brazilian adolescents. It is necessary to develop strategies aiming to reduce the length of screen use, considering the media reality that children and adolescents have been experiencing from earlier and earlier ages. That context must therefore be analyzed in an indissociable way.

scholarly journals Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska
Keyword(s):  
Preschool Age ◽  
Complex Nature ◽  
School Age ◽  
Strange Situation ◽  
Car Seat ◽  
Early School ◽  
History Of ◽  
Early School Age ◽  
The Impact ◽  
Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

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