Pub Date : 2022-09-19DOI: 10.1080/17405629.2022.2122434
Juuso Repo, Sanna Herkama, T. Yanagida, C. Salmivalli
ABSTRACT The study investigated a developmentally sensitive group, emerging adults going through a critical post-secondary educational transition in tandem with the first wave of the COVID pandemic in Finland. The participants (n = 330) were surveyed initially during their first year in secondary education, and again during the pandemic, right after their graduation in summer 2020. According to latent change score models, there was a small mean level increase in anxiety but interestingly, the increase was stronger among individuals with fewer prior anxiety symptoms and fewer prior experiences of loneliness. However, during-pandemic experiences of social inclusion and living with parents were protective against an increase in anxiety symptoms. Findings from this longitudinal study add to the understanding of the complexity of the COVID impact on mental health and the intertwined dynamics of social relations and mental well-being among emerging adults.
{"title":"Transition to emerging adulthood during the COVID-19 pandemic: Changes in anxiety and the role of inclusion/exclusion experiences","authors":"Juuso Repo, Sanna Herkama, T. Yanagida, C. Salmivalli","doi":"10.1080/17405629.2022.2122434","DOIUrl":"https://doi.org/10.1080/17405629.2022.2122434","url":null,"abstract":"ABSTRACT The study investigated a developmentally sensitive group, emerging adults going through a critical post-secondary educational transition in tandem with the first wave of the COVID pandemic in Finland. The participants (n = 330) were surveyed initially during their first year in secondary education, and again during the pandemic, right after their graduation in summer 2020. According to latent change score models, there was a small mean level increase in anxiety but interestingly, the increase was stronger among individuals with fewer prior anxiety symptoms and fewer prior experiences of loneliness. However, during-pandemic experiences of social inclusion and living with parents were protective against an increase in anxiety symptoms. Findings from this longitudinal study add to the understanding of the complexity of the COVID impact on mental health and the intertwined dynamics of social relations and mental well-being among emerging adults.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"217 1","pages":"649 - 665"},"PeriodicalIF":2.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83475655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1080/17405629.2022.2122435
R. Erentaitė, Rimantas Vosylis, Saulė Raižienė, Berita Simonaitienė, A. Augustinienė, S. Branje
ABSTRACT This study aimed to identify profiles of achievement goal orientations and transitions between these profiles among adolescents from different socioeconomic backgrounds before and during the Covid-19 pandemic. A sample of 1268 adolescents (51.7% females; Mage = 14.87; SDage = 0.39) participated in four waves of data collection: One took place pre-pandemic (at the start of 9th grade) and three took place during the Covid-19 pandemic. Latent transition analyses revealed four profiles of achievement goal orientations at each study wave: moderately motivated, success-oriented, mastery-oriented, and unmotivated. Most adolescents remained in the same profile or transitioned to a similar one across subsequent study waves. However, some more substantive, mostly unfavourable patterns of transitions between the profiles were also observed, especially among highly motivated adolescents. The latter patterns coincided with pandemic-related online learning periods. Results also showed a large motivational disadvantage among students from socioeconomically disadvantaged backgrounds, which was particularly pronounced before the pandemic, but remained salient throughout the study.
{"title":"Profiles of achievement goal orientations among adolescents with different SES background before and during the Covid-19 pandemic","authors":"R. Erentaitė, Rimantas Vosylis, Saulė Raižienė, Berita Simonaitienė, A. Augustinienė, S. Branje","doi":"10.1080/17405629.2022.2122435","DOIUrl":"https://doi.org/10.1080/17405629.2022.2122435","url":null,"abstract":"ABSTRACT This study aimed to identify profiles of achievement goal orientations and transitions between these profiles among adolescents from different socioeconomic backgrounds before and during the Covid-19 pandemic. A sample of 1268 adolescents (51.7% females; Mage = 14.87; SDage = 0.39) participated in four waves of data collection: One took place pre-pandemic (at the start of 9th grade) and three took place during the Covid-19 pandemic. Latent transition analyses revealed four profiles of achievement goal orientations at each study wave: moderately motivated, success-oriented, mastery-oriented, and unmotivated. Most adolescents remained in the same profile or transitioned to a similar one across subsequent study waves. However, some more substantive, mostly unfavourable patterns of transitions between the profiles were also observed, especially among highly motivated adolescents. The latter patterns coincided with pandemic-related online learning periods. Results also showed a large motivational disadvantage among students from socioeconomically disadvantaged backgrounds, which was particularly pronounced before the pandemic, but remained salient throughout the study.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"62 1","pages":"597 - 615"},"PeriodicalIF":2.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75092671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.1080/17405629.2022.2120464
Gabriela Gniewosz
ABSTRACT The COVID-19 pandemic substantially affected the lives of mothers. This study seeks to investigate the stress that mothers experienced during the Covid-19 pandemic and their self-efficacy as parents in managing the impact of the disease. The study gathered longitudinal data from 603 German mothers (Mage = 40.5 years) with children requiring daily care during local lockdowns. The data were collected at two measurement points before and two measurement points during the pandemic. Using bivariate dual change score models, this study investigated the bidirectional relationship between both constructs, perceived stress and parental self-efficacy, by considering mothers’ socioeconomic background as well as COVID-19 related perceptions. The results reveal bidirectional paths between mothers’ perceived stress and parental self-efficacy. Mothers who evaluated the current situation as stressful appeared to be at risk of perceiving themselves as less effective in their parenting over time, but especially during the pandemic. In addition, mothers’ levels of education and their subjective poverty was predictive of a general change in their levels of stress and parental self-efficacy.
{"title":"A mother’s perspective: Perceived stress and parental self-efficacy during the COVID-19 pandemic","authors":"Gabriela Gniewosz","doi":"10.1080/17405629.2022.2120464","DOIUrl":"https://doi.org/10.1080/17405629.2022.2120464","url":null,"abstract":"ABSTRACT The COVID-19 pandemic substantially affected the lives of mothers. This study seeks to investigate the stress that mothers experienced during the Covid-19 pandemic and their self-efficacy as parents in managing the impact of the disease. The study gathered longitudinal data from 603 German mothers (Mage = 40.5 years) with children requiring daily care during local lockdowns. The data were collected at two measurement points before and two measurement points during the pandemic. Using bivariate dual change score models, this study investigated the bidirectional relationship between both constructs, perceived stress and parental self-efficacy, by considering mothers’ socioeconomic background as well as COVID-19 related perceptions. The results reveal bidirectional paths between mothers’ perceived stress and parental self-efficacy. Mothers who evaluated the current situation as stressful appeared to be at risk of perceiving themselves as less effective in their parenting over time, but especially during the pandemic. In addition, mothers’ levels of education and their subjective poverty was predictive of a general change in their levels of stress and parental self-efficacy.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"29 1","pages":"666 - 693"},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77002676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1080/17405629.2022.2113052
Constantinos M. Kokkinos, Ioanna Voulgaridou
ABSTRACT The present study investigated the indirect effects of personality (Big Five) on shyness through two emotion regulation strategies – emotion suppression and cognitive reappraisal – in a community sample of 256 Greek pre-adolescents. Results showed that shyness was positively predicted by both regulation strategies, with emotion suppression constituting the link between shyness and low scores on extraversion and openness. Neuroticism also positively predicted shyness but had no effect through emotion regulation. These associations between personality, emotion regulation and shyness are discussed with respect to the extant literature and relevant theoretical implications.
{"title":"The indirect effects of pre-adolescents’ personality on shyness through emotion regulation","authors":"Constantinos M. Kokkinos, Ioanna Voulgaridou","doi":"10.1080/17405629.2022.2113052","DOIUrl":"https://doi.org/10.1080/17405629.2022.2113052","url":null,"abstract":"ABSTRACT The present study investigated the indirect effects of personality (Big Five) on shyness through two emotion regulation strategies – emotion suppression and cognitive reappraisal – in a community sample of 256 Greek pre-adolescents. Results showed that shyness was positively predicted by both regulation strategies, with emotion suppression constituting the link between shyness and low scores on extraversion and openness. Neuroticism also positively predicted shyness but had no effect through emotion regulation. These associations between personality, emotion regulation and shyness are discussed with respect to the extant literature and relevant theoretical implications.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"5 1","pages":"347 - 366"},"PeriodicalIF":2.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82011070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1080/17405629.2022.2108396
M. Ojala
ABSTRACT Climate change is an existential threat facing humanity on a global scale. To handle this problem, all societal actors, including young people, need to get involved. This narrative review focuses on what implications climate change has for research in developmental psychology. It is argued that how young people relate to climate change is closely associated with key issues dealt with in this research field. The aim of this article is to present an overview of research about young people and climate change concerning four interrelated topics: (a) climate change and mental well-being, (b) coping with climate change, (c) private-sphere pro-environmental behaviour as a form of pro-social development, and d) climate change and political socialization. The emphasis is on young people from middle childhood to early adulthood. Implications for future research are discussed, for instance, the need for more longitudinal and intervention studies.
{"title":"How do children, adolescents, and young adults relate to climate change? Implications for developmental psychology","authors":"M. Ojala","doi":"10.1080/17405629.2022.2108396","DOIUrl":"https://doi.org/10.1080/17405629.2022.2108396","url":null,"abstract":"ABSTRACT Climate change is an existential threat facing humanity on a global scale. To handle this problem, all societal actors, including young people, need to get involved. This narrative review focuses on what implications climate change has for research in developmental psychology. It is argued that how young people relate to climate change is closely associated with key issues dealt with in this research field. The aim of this article is to present an overview of research about young people and climate change concerning four interrelated topics: (a) climate change and mental well-being, (b) coping with climate change, (c) private-sphere pro-environmental behaviour as a form of pro-social development, and d) climate change and political socialization. The emphasis is on young people from middle childhood to early adulthood. Implications for future research are discussed, for instance, the need for more longitudinal and intervention studies.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"64 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76345193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.1080/17405629.2022.2095367
H. Tenenbaum, S. Ingoglia, N. Wiium, N. M. Iannello, Cristiano Inguglia, F. Liga, A. Lo Coco, Maria Grazia Lo Cricchio, Nana-Fatima Taini Ozeto, M. Barrett
ABSTRACT This pilot study is the first to examine whether a novel curriculum based on the Reference Framework of Competences for Democratic Culture (RFCDC) could increase children’s endorsement and knowledge of children’s rights. We conducted a pre-test-post-test design with an intervention and a comparison school. Pupils (n = 172) from Bulgaria, Italy, Norway, Romania, and Spain attended schools in which the curriculum was taught, whereas pupils in the comparison group (n = 120) attended schools in the same city where the curriculum was not taught. Both groups were tested on their endorsement and knowledge of rights before and at the end of the intervention. Children in the intervention group increased in endorsing children’s rights at post-test more than did children in the intervention group. Most children believed that children had rights. Children in the intervention group showed modest increases in their knowledge of rights. Future ways of implementing the RFCDC are suggested.
{"title":"Can we increase children’s rights endorsement and knowledge?: A pilot study based on the reference framework of competences for democratic culture","authors":"H. Tenenbaum, S. Ingoglia, N. Wiium, N. M. Iannello, Cristiano Inguglia, F. Liga, A. Lo Coco, Maria Grazia Lo Cricchio, Nana-Fatima Taini Ozeto, M. Barrett","doi":"10.1080/17405629.2022.2095367","DOIUrl":"https://doi.org/10.1080/17405629.2022.2095367","url":null,"abstract":"ABSTRACT This pilot study is the first to examine whether a novel curriculum based on the Reference Framework of Competences for Democratic Culture (RFCDC) could increase children’s endorsement and knowledge of children’s rights. We conducted a pre-test-post-test design with an intervention and a comparison school. Pupils (n = 172) from Bulgaria, Italy, Norway, Romania, and Spain attended schools in which the curriculum was taught, whereas pupils in the comparison group (n = 120) attended schools in the same city where the curriculum was not taught. Both groups were tested on their endorsement and knowledge of rights before and at the end of the intervention. Children in the intervention group increased in endorsing children’s rights at post-test more than did children in the intervention group. Most children believed that children had rights. Children in the intervention group showed modest increases in their knowledge of rights. Future ways of implementing the RFCDC are suggested.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73796186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.1080/17405629.2022.2094362
Iana Tzankova, Cinzia Albanesi, G. Prati, E. Cicognani
ABSTRACT Democratic school climate, critical reflection, and student participation at school have been linked to the development of civic and political attitudes. The study aims to identify the contribution of these characteristics to the development of civic and political attitudes and their impact on students’ participation (civic, political, activist, and lifestyle/online). Questionnaire data were collected in two waves with 1589 students from four European countries (Italy, Sweden, Germany, and the Czech Republic). Structural equation modelling tested the effects of school characteristics on different types of participation, mediated by institutional trust, political efficacy, and political interest. The results highlight the importance of opportunities for active involvement and critical reflection in fostering interest, efficacy, and all forms of participation activities. Democratic school climate was found to positively impact institutional trust and efficacy, but not participation. The findings highlight the need for a school environment that invites critical reflection and gives value to students’ participation.
{"title":"Development of civic and political engagement in schools: A structural equation model of democratic school characteristics’ influence on different types of participation","authors":"Iana Tzankova, Cinzia Albanesi, G. Prati, E. Cicognani","doi":"10.1080/17405629.2022.2094362","DOIUrl":"https://doi.org/10.1080/17405629.2022.2094362","url":null,"abstract":"ABSTRACT Democratic school climate, critical reflection, and student participation at school have been linked to the development of civic and political attitudes. The study aims to identify the contribution of these characteristics to the development of civic and political attitudes and their impact on students’ participation (civic, political, activist, and lifestyle/online). Questionnaire data were collected in two waves with 1589 students from four European countries (Italy, Sweden, Germany, and the Czech Republic). Structural equation modelling tested the effects of school characteristics on different types of participation, mediated by institutional trust, political efficacy, and political interest. The results highlight the importance of opportunities for active involvement and critical reflection in fostering interest, efficacy, and all forms of participation activities. Democratic school climate was found to positively impact institutional trust and efficacy, but not participation. The findings highlight the need for a school environment that invites critical reflection and gives value to students’ participation.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"228 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77223764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1080/17405629.2022.2090333
Gabriela Gniewosz, Regina M. Sticker, M. Paulus
ABSTRACT Moral self-concept (MSC) is an important aspect of human morality and emerges in early childhood. It indicates how early children view themselves as moral agents. Yet, its structure and developmental patterns are unclear and require more research. This study addresses if the multidimensional structure of MSC is stable during early childhood and if the dimensions are differentiating over early to middle childhood. We explored the structure of MSC by testing a three-dimensional CFA model, its longitudinal invariance, reliability and correlational structure. Using a three-wave longitudinal sample (N = 133) of children aged between four to six years at T1, we found evidence for a stable three-dimensional MSC model, including the dimensions helping, sharing and comforting.
{"title":"A longitudinal assessment of the stability of the three-dimensional moral self-concept during early childhood","authors":"Gabriela Gniewosz, Regina M. Sticker, M. Paulus","doi":"10.1080/17405629.2022.2090333","DOIUrl":"https://doi.org/10.1080/17405629.2022.2090333","url":null,"abstract":"ABSTRACT Moral self-concept (MSC) is an important aspect of human morality and emerges in early childhood. It indicates how early children view themselves as moral agents. Yet, its structure and developmental patterns are unclear and require more research. This study addresses if the multidimensional structure of MSC is stable during early childhood and if the dimensions are differentiating over early to middle childhood. We explored the structure of MSC by testing a three-dimensional CFA model, its longitudinal invariance, reliability and correlational structure. Using a three-wave longitudinal sample (N = 133) of children aged between four to six years at T1, we found evidence for a stable three-dimensional MSC model, including the dimensions helping, sharing and comforting.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"2 1","pages":"327 - 346"},"PeriodicalIF":2.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87963740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-21DOI: 10.1080/17405629.2022.2092092
T. Kokkinaki, Maria Markodimitraki, V. Vasdekis
ABSTRACT We compared maternal speech in interactions of mothers with their firstborn dizygotic twin and singleton infants. Nine twins and nine singletons were video-recorded at home in spontaneous face-to-face interactions with their mothers, from the 2nd to the 6th month. Continuous micro-analysis revealed that there are more quantitative and qualitative similarities than differences between singleton and twin mothers’ speech. Singleton and twin mothers are similar in the frequency of thematic sequences though duration of maternal speech favours singletons. Singleton mothers’ speech favours infant emotion and attention thematic sequences. However, singleton and twin mothers responded similarly to the rest infant internal states. Twin, but not singleton, mothers’ infant attention utterances differed at times when there are marked advances in the infants’ attentiveness. These results are discussed in relation to the theory of innate intersubjectivity and the sensitivity that twin mothers, similarly to singleton mothers, express to the young infants’ expressions.
{"title":"Maternal speech to singleton and first-born dizygotic twin infants: a four-month longitudinal and naturalistic study","authors":"T. Kokkinaki, Maria Markodimitraki, V. Vasdekis","doi":"10.1080/17405629.2022.2092092","DOIUrl":"https://doi.org/10.1080/17405629.2022.2092092","url":null,"abstract":"ABSTRACT We compared maternal speech in interactions of mothers with their firstborn dizygotic twin and singleton infants. Nine twins and nine singletons were video-recorded at home in spontaneous face-to-face interactions with their mothers, from the 2nd to the 6th month. Continuous micro-analysis revealed that there are more quantitative and qualitative similarities than differences between singleton and twin mothers’ speech. Singleton and twin mothers are similar in the frequency of thematic sequences though duration of maternal speech favours singletons. Singleton mothers’ speech favours infant emotion and attention thematic sequences. However, singleton and twin mothers responded similarly to the rest infant internal states. Twin, but not singleton, mothers’ infant attention utterances differed at times when there are marked advances in the infants’ attentiveness. These results are discussed in relation to the theory of innate intersubjectivity and the sensitivity that twin mothers, similarly to singleton mothers, express to the young infants’ expressions.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"142 1","pages":"465 - 496"},"PeriodicalIF":2.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77874837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-21DOI: 10.1080/17405629.2022.2087628
E. Flouri, Marie A. E. Mueller, T. Idsøe, A. Nærde
ABSTRACT We investigated the role of physical characteristics of kindergartens’ outdoor play areas in teacher-rated physical aggression (PAgg) among 423 children followed annually from ages two to four years. We used data from the Behaviour Outlook Norwegian Developmental Study which follows children from southeast Norway, a country where almost all two- to four-year-old children attend kindergartens. Nesting children in kindergartens, we found two significant associations after adjustment for family selection. First, children in kindergartens with more ‘secret places’ in their outdoor play areas (where they could play undisturbed) had more PAgg at baseline. Second, children in kindergartens with more adult supervision of their use of outdoor play material showed a less steep decrease in PAgg over time. If causal, these associations would suggest that children in kindergartens should not play completely unmonitored but also that teachers should not control children’s outdoor play excessively.
{"title":"Outdoor play areas in childcare settings and children’s physical aggression: A longitudinal study of Norwegian kindergartens","authors":"E. Flouri, Marie A. E. Mueller, T. Idsøe, A. Nærde","doi":"10.1080/17405629.2022.2087628","DOIUrl":"https://doi.org/10.1080/17405629.2022.2087628","url":null,"abstract":"ABSTRACT We investigated the role of physical characteristics of kindergartens’ outdoor play areas in teacher-rated physical aggression (PAgg) among 423 children followed annually from ages two to four years. We used data from the Behaviour Outlook Norwegian Developmental Study which follows children from southeast Norway, a country where almost all two- to four-year-old children attend kindergartens. Nesting children in kindergartens, we found two significant associations after adjustment for family selection. First, children in kindergartens with more ‘secret places’ in their outdoor play areas (where they could play undisturbed) had more PAgg at baseline. Second, children in kindergartens with more adult supervision of their use of outdoor play material showed a less steep decrease in PAgg over time. If causal, these associations would suggest that children in kindergartens should not play completely unmonitored but also that teachers should not control children’s outdoor play excessively.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"21 1","pages":"307 - 326"},"PeriodicalIF":2.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86541337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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