The Development of Anger from Preschool to Middle Childhood: Expressing, Understanding, and Regulating Anger
The Development of Anger from Preschool to Middle Childhood: Expressing, Understanding, and Regulating Anger
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从学前到童年中期愤怒的发展：表达、理解和调节愤怒
DOI：
10.1007/978-0-387-89676-2_13
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Bridgette D. Harper
中科院分区：
文献类型：
--
作者：
E. Lemerise;Bridgette D. Harper
回顾了学龄前（3-5 岁）和童年中期（6-12 岁）愤怒的发展过程。此外，还回顾了这些发展时期愤怒的个体差异。本章的重点是愤怒的三个主要方面：（a）愤怒的表达，（b）对愤怒的感知和理解，以及（c）愤怒的调节。从学龄前到童年中期及以后，孩子们在对愤怒的感知和理解以及调节他们感受到和表达的愤怒方面取得了长足的进步。这些发展变化得到了儿童知觉和认知发展的进步以及敏感和反应灵敏的护理的支持。学龄前阶段是愤怒社会化的关键时期，因为感知、认知和语言的发展为识别、理解和调节愤怒提供了重要的工具。越来越多的证据表明，到入学时，那些尚未掌握这些技能的孩子面临着同伴关系问题、学校适应不良以及各种外化问题的风险。 在本章中，我们从三个方面追踪愤怒的发展过程和个体差异：（a）愤怒的表达，（b）对愤怒的感知和理解，以及（c）愤怒的调节。我们的重点是学龄前阶段（3-5 岁）和儿童中期（6 至 11-12 岁），但也会参考早期和晚期的发展阶段。我们认为，愤怒的所有三个方面都是在与社会环境交往的人际互动的背景下发展的。此外，知觉/认知发展和气质的个体差异对于理解童年愤怒的发展过程至关重要。
A review is provided of the developmental course of anger during the preschool years (3–5 years) and middle childhood (6 –12 years). In addition, individual differences in anger during these developmental periods are reviewed. Three main aspects of anger are the focus of this chapter: (a) expression of anger, (b) perception and understanding of anger, and (c) regulation of anger. From the preschool years through middle childhood and beyond, children make great strides in the perception and understanding of anger and in regulating the anger they feel and express. These developmental changes are supported by advances in children’s perceptual and cognitive development and by sensitive and responsive caregiving. The preschool years are a key time in the socialization of anger as perceptual, cognitive, and language development provide important tools for identifying, understanding, and regulating anger. Converging evidence demonstrates that, by the time of school entry, those children who have not mastered these skills are at risk for peer relations problems, poor adjustment to school, and a variety of externalizing problems.In this chapter, we trace the developmental course of and individual differences in three aspects of anger: (a) expression of anger, (b) perception and understanding of anger, and (c) regulation of anger. Our focus is on the preschool period (3–5 years) and middle childhood (6 to 11–12 years), but some reference will be made to both earlier and later periods of development. We argue that all three aspects of anger develop in the context of interpersonal interactions in transactions with the social environment. In addition, perceptual/cognitive development and individual differences in temperament are essential to understanding the developmental course of anger in childhood.
影响因子：
4
作者：
K. Dodge;G. S. Pettit
通讯作者：
K. Dodge;G. S. Pettit