Citation

Hegland SM, Rix MK. Early Child Res. Q. 1990; 5(1): 105-116.

Copyright

(Copyright © 1990, Elsevier Publishing)

DOI

10.1016/0885-2006(90)90009-P

PMID

unavailable

Abstract

Differences in social behaviors of middle-class children with and without previous day care experience were compared through classroom observations and teacher ratings during the second semester of kindergarten. Using a time-sampling procedure, two researchers observed positive social behavior, assertiveness, instrumental aggression, and hostile aggression of 32 children from eight different kindergarten classrooms during free-choice time. Each child was also rated by his/her own teacher on assertiveness, ability to get along with peers, hostile aggression, and instrumental aggression. Teachers' ratings of hostile aggression were significantly correlated with observations of hostile aggression (p < .05) and assertiveness (p < .01), suggesting that teachers may confound assertive and aggressive behaviors. Observed frequencies of assertive behaviors were correlated with those of positive social (p < .05) and instrumental aggression (p < .05), but not with frequencies of hostile aggression (p < .20). However, no significant differences between day care and home-reared children were found on any of the rated or observed variables.