Aggression in Pretend Play and Aggressive Behavior in the Classroom
Aggression in Pretend Play and Aggressive Behavior in the Classroom
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DOI：
10.1080/10409289.2012.675549
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发表时间：
2013-04-01
影响因子：
2.9
通讯作者：
Russ, Sandra W.
中科院分区：
文献类型：
--
作者：
Fehr, Karla K.;Russ, Sandra W.
研究发现：假装游戏是儿童发展和适应的重要组成部分。然而，家长、老师和研究人员都在争论攻击性在假装游戏中的作用。不同的攻击模型预测，游戏中的攻击表达可能会增加或减少实际的攻击行为。目前的研究调查了学龄前儿童的假装游戏和课堂行为。儿童（N=59）进行了一项假装游戏的测量，并获得了教师对课堂行为的评分。假装游戏技能与课堂上的亲社会行为呈正相关，与课堂上的身体攻击负相关。特别是，在游戏中口头攻击的表达与课堂上较少的身体攻击和更多的亲社会行为有关。实践还是策略：这些发现表明，应该鼓励假装游戏，因为这些技能与课堂上的积极行为有关。此外，研究还发现，假装游戏中的攻击性并不是实际攻击行为的一个指标，因为它与课堂上的积极行为有关。本文还讨论了对家长和教师的启示。
Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study examined pretend play and classroom behavior in preschoolers. Children (N=59) were administered a measure of pretend play, and teacher ratings of classroom behavior were obtained. Pretend play skills were positively associated with prosocial behavior in the classroom and negatively associated with physical aggression in the classroom. In particular, expression of oral aggression in play related to less physical aggression and more prosocial behavior in the classroom. Practice or Policy: These findings suggest that pretend play should be encouraged, as these skills relate to positive behaviors in the classroom. In addition, it was found that aggression in pretend play was not an indicator of actual aggressive behavior, as it related to positive behaviors in the classroom. Implications for parents and teachers are discussed.