Friendship and gender in preschoolers’ conflicts

Investigated the role of friendship and gender on conflict episodes of 48 preschoolers aged approximately 5 years and 8 months. Children were organized in dyads of same-sex friends and non-friends. Conflict situations were coded according to incidence, type, termination strategies, and finalizations. Gender differences were detected for type of conflict, with girls using more reasons for oppositions than boys. Termination strategies were used with a joint effect of friendship and gender: girl-friends preferred the tactic of standing firm whereas boy-friends chose more negotiation as means to deal with a disagreement, compared to the non-friend dyads. As for the results on conflict finalizations, friendship relations accounted for a significant difference found for agreement, while gender showed to be related to the use of disengagement among girls. Combined analysis between termination strategies and conflict finalizations indicated two significant differences: the first was related to friendship, through which children used more negotiation leading to agreement; the second showed a joint effect of friendship and gender, where non-friend girls tended to negotiate to reach disengagement, more often that non-friend boys. Findings for termination strategies – with girl-friends being more incisive and firm with their partners – diverge from the results provided by empirical literature, where boys are described as more autonomy- and domain oriented, and girls are prone to intimacy and social well-being in their relationships. Results are discussed with basis on previous studies conducted on conflict among preschoolers with considerations about the effects of gender and type of relationship

Diferenças de gênero no comportamento exploratório de crianças de dois anos de idade

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O brincar e os brinquedos nos conflitos entre crianças Play, toys and children's conflicts

Este estudo investigou 77 episódios de conflito, envolvendo 18 crianças de 3 a 4 anos de uma pré-escola pública de Porto Alegre. Considerou-se o gênero das crianças, o contexto onde aconteciam os conflitos (pátio ou sala), os tipos de brinquedos e brincadeiras presentes nos episódios de conflito. Os dados foram registrados com câmeras VHS e notas de campo e tratados através da Análise de Correspondência e de Resíduos. Os resultados indicaram que os conflitos envolvendo brincadeiras simbólicas ocorreram mais na sala de aula e entre meninos, enquanto meninas conflituaram mais quando brincavam com jogos de acoplagem. Grupos formados por meninos e meninas conflitaram mais quando a brincadeira envolvia regras. Brinquedos orientados para adultos relacionaram-se mais com conflitos quando os grupos eram mistos, enquanto brinquedos orientados para crianças, quando os grupos eram formados somente por meninos. No caso das meninas nenhuma associação foi evidenciada ao tipo de brinquedo.<br>This study investigated 77 conflict episodes, involving 3 to 4 year-olds enrolled in a public preschool in Porto Alegre, Brazil. Children's gender, the context in which conflicts occurred (playground or classroom), types of toys and of play activities involved in conflict episodes were considered. Data were registered through video recording and field notes and were analyzed using Analysis of Correspondence and of Residues. Results indicated that while conflicts involving symbolic play occurred more often in the classroom and among boys, girls showed a greater number of conflicts when playing with blocks. Rule-based play showed conflicts more often when groups were mixed. While adult oriented toys related with conflicts in mixed groups, child oriented toys occurred more frequently in groups of boys only. No association was found between girls and type of toys used during conflict episodes

Amizade e gênero nos conflitos de pré-escolares

Investigated the role of friendship and gender on conflict episodes of 48 preschoolers aged approximately 5 years and 8 months. Children were organized in dyads of same-sex friendsand non-friends. Conflict situations were coded according to incidence, type, termination strategies, and finalizations. Gender differences were detected for type of conflict, with girls using more reasons for oppositions than boys. Termination strategies were used with a joint effect of friendship and gender: girl-friends preferred the tactic of standing firm whereasboy-friends chose more negotiation as means to deal with a disagreement, compared to the non-friend dyads. As for the results on conflict finalizations, friendship relations accountedfor a significant difference found for agreement, while gender showed to be related to the use of disengagement among girls. Combined analysis between termination strategies and conflict finalizations indicated two significant differences: the first was related to friendship, through which children used more negotiation leading to agreement; the second showed ajoint effect of friendship and gender, where non-friend girls tended to negotiate to reach disengagement, more often that non-friend boys. Findings for termination strategies – withgirl-friends being more incisive and firm with their partners – diverge from the results provided by empirical literature, where boys are described as more autonomy- and domainoriented, and girls are prone to intimacy and social well-being in their relationships. Results are discussed with basis on previous studies conducted on conflict among preschoolers withconsiderations about the effects of gender and type of relationship

Diferenças de gênero no comportamento exploratório de crianças de dois anos de idade

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Psicologia e paz: a perspectiva de estudantes universitários

This study investigated Psychology undergraduates' attitudes toward peace and the connection they perceive between peace and Psychology. One-hundred-and-twenty-one Brazilian students, registered in a public federal university, answered four open-ended questions regarding the definition of peace and its relation to Psychology. Content analysis provided categories of answers per question. Chi-square tests between the categories and five groups of students (divided according to the year they were admitted in the Psychology course) did not reveal significant differences. The majority of the participants defined peace at two levels (individual and social); did not provide concrete examples of connections between Psychology and peace; but emphasized that Psychology could contribute to peace as a practice that aims at the well-being of an individual person, indirectly leading to social peace; or as a science that studies the human being and his relationship with himself (individual peace) and with other human beings (social and world peace)

Categorização da brincadeira de faz-de-conta : um estudo da teoria da mente

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Categorização da brincadeira de faz-de-conta : um estudo da teoria da mente

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