Preschool Boys Are More Aggressive than Their Female Peers

Table of Contents Introduction Methodology Results Discussion Reference List Introduction Masculinity is one of the components composing the image of the successful male. In its turn masculinity is characterized by a specific behavioral pattern where aggression plays a significant role. There can be no surprise that researchers have started exploring the origins of aggression.Advertising We will write a custom research paper sample on Preschool Boys Are More Aggressive than Their Female Peers specifically for you for only $16.05 $11/page Learn More Numerous surveys suggest that aggressive behavior is revealed in boys at a young age. Thus, many scholars have studied pre-school boys’ behavior and have come to the conclusion that at a young age boys are more aggressive than girls of the same age. However, it is possible to point out that while boys are more aggressive physically, girls may be also aggressive: girls may be characterized by relatio nal aggression. Many researchers agree that at a young age boys are more aggressive than girls of the same age (Bower, 2000; McGuire, 1973; Van de Water, 1935). However, as far as the reasons for the aggression development are concerned there is no conventional opinion. For instance, many scholars suggest that social interactions play essential role in the development of aggression. Thus, according to McGuire (1973) sociometric status influences the development of aggressive behavior suggesting that â€Å"highly aggressive† preschool boys â€Å"tend to be unpopular rather than popular† (McGuire, 1973, p.547). Bower (2000) also suggests that popularity is one of the key factors which influence aggression. However, although McGuire (1973) reported that aggressive boys were in the majority of cases unpopular, Bower (2000) found that popular boys were characterized by the aggressive behavior and tended to â€Å"sit high on the junior social ladder† (Bower, 2000, p. 52). Although Bower (2000) and McGuire (1973) reported that popularity played the significant role in forming aggressive behavior, Van de Water (1935) found that another social factor contributed to the increasing of amount of aggression. According to Van de Water, pre-school boys are more aggressive than the girls of the same age due to the opinion of the majority that â€Å"all boys fight – it’s just something they have to go through, like measles† (Van de Water, 1935, p.70). Thus, the researcher assumes that boys’ aggression is almost encouraged and girls’ aggression is suppressed. So, the researchers prove that pre-school boys are more aggressive than their female peers but all scholars have their own explanations for that tendency.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, the surveys mentioned above suggest that boys are more aggressive, but further study should be implemented. For instance, all the researches considered above explored the children’s behavior at school. It is still not clear whether the same tendency can be revealed in other environment. To explore this, the present study observed boy’s behavior in parks, playing with their peers. Since the previous research was concluded at school there was interference of adults (teachers) which solved the conflict. Thus, it can be useful to observe children’s behavior when adults do not interfere. These are major points which should be considered in the future researches analyzing pre-school boys’ aggressive behavior. Methodology According to various researches pre-school boys are more aggressive than girls of the same age. This statement is supported by data obtained in kindergartens and schools (Bower, 2000; McGuire, 1973; Van de Water, 1935). Boys behave more aggressively due to social factors: opinion of other peers (popularity) an d tradition (boys always fight). However, these surveys do not raise the question whether boys are more aggressive than girls when no supervision is done since in most cases adults used to interfere in the conflict situation. Thus, it is possible to formulate the hypothesis of the present research as follows: Boys at a young age are more aggressive than girls of the same age when no adult supervision is conducted. To check the hypothesis it is necessary to observe such variables as behavior, gender and age. Thus, the behavioral patterns of males and females of a certain age will be analyzed. To collect the necessary data, the behavior of children playing in the park will be observed. In parks children are usually strangers to each other and there are no established groups of popular and unpopular children. So, children occur in other conditions than they face at kindergarten. Moreover, it is necessary to observe children playing without adults.Advertising We will write a custom research paper sample on Preschool Boys Are More Aggressive than Their Female Peers specifically for you for only $16.05 $11/page Learn More Thus, in conflict situations children will have to resolve the conflicts themselves. Perhaps, it will evoke more aggression or vice versa it will lead to less aggressive behavior. To conduct the research it is necessary to observe children’s behavior in a park during ten days. Thus, every day children playing in the same park will be observed during an hour. This will be enough to check the hypothesis. The children of the age of three to five years will participate in the research. Each time no more than four or six children of both sexes (2-3 boys and 2-3 girls) will be observed. This will enable to focus on particular behavioral patterns and implement deeper analysis without distracting to other factors. Total number of children is expected to be about twenty: adults often go to the same places with their chil dren, but there are still many newcomers. As far as the data collected are concerned, first of all, the number of quarrels and the numbers a fights will be noted. Of course, it is necessary to point out the participants (males of females), instigators (males or females). It can be also useful to note the course of quarrel/fight and how the conflict is solved. For analysis of the data obtained it is necessary to implement the mixed data analysis method. According to Howitt and Cramer (2008) this will make the quantitative data â€Å"extended, illustrated or explicated† (Howitt and Cramer, 2008, p.293). Thus, while calculating the amount of aggression in children qualitative methods will help find out the reasons for such behavior depict some significant details. As far as the results are concerned, it is expected that boys will be still characterized by more aggressive behavior than girls with no respect to new circumstances or the absence of adult supervision. Such data will definitely support the hypothesis. However, it is possible that when adults do not watch children behave differently: girls are not told that fighting is bad, boys are not afraid of punishment and can act more aggressively which can result in more aggressive girls’ behavior. Results Subjects. Twenty-four children were observed: among them 12 boys and 12 girls. The children were approximately of the same age, ranging from three and five years. They were observed playing in the park playground within 14 days. The amount of observational time was exceeded (it was planned to devote 10 days to observation) due to necessity to collect more data. Additionally, the children were not supervised during their games, so the interference of adults was quite insignificant. In the majority of cases children resorted to the adults’ assistance after a conflict had taken place. Moreover, many conflicts were solved without interference of adults: children often switched over to other act ivities or were attracted by other objects.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assessment. The present research is conducted using mixed data analysis method which enables to have more comprehensive understanding. A modified version of an observational technique used in McGuire’s (1973) survey was exploited in the present research to obtain the necessary data. First of all, a checklist assessing the amount of aggression was filled in. The following points were noted in the checklist: Non-Compliance: indifference to other children, unwillingness to share toys or start communicating / playing with others. Interference: teasing others, snatching and/or damaging toys of other children, interfering with activities of other children. Attack: humiliating, controlling actions of others (ordering to do something), revealing open aggression verbally or physically, pushing and fighting. Comments: the reason for the conflict, instigators (male or female), participants (male-male, female-male or female-female). The quantitative data were then calculated and analyzed . These results are illustrated in Figure 1. Figure 1. The assessment of aggression in terms of the following factors: non-compliance, interference, attack. Thus, it is possible to point out that boys are more aggressive than girls since the rate of girls’ attacks and interference is significantly lower than that of boys’. Five boys (approximately 42%) revealed physical aggression (had fights or pushed others) and only two girls (approximately 17%) pushed other children. As far as interference is concerned it is necessary to point out that girls are characterized by verbal aggression (teasing) and boys are characterized by snatching and damaging toys of other children. Interestingly, the number of girls does not differ greatly from the number of boys observed in terms of interference (33% of girls and 50%boys). Surprisingly, girls were more non-compliant as compared to boys. Thus, four girls (33%) were rather ignorant: they did not want to start playing with others an d they did not share their toys, whereas, only three boys (25%) were non-compliant. When taking into account all three factors (non-compliance, interference and attack) it is possible to conclude that 28% of girls 39% of boys revealed aggressive behavioral patterns. As far as the qualitative data are concerned it is necessary to point out that the main reasons for aggressive behavior were toys and the place on the playground. The instigators of physical conflicts were boys: four boys initiated physical conflicts and among females only one girl was an instigator of a conflict. It is also important to denote that only few intersexual physical conflicts (one fight started by a boy and several cases of pushing) were observed. In the majority of cases boys revealed aggression towards boys, and girls were aggressive with girls. However, as far as teasing was concerned it is necessary to note that all three types of patterns (male-male, male-female, female-female) were observed. Discussion The present study has provided evidence that pre-school boys are more aggressive than girls of the same age. Pre-school children playing in the park were observed. The children’s behavior was analyzed in terms of their interactions (compliance or non-compliance) and aggressive behavior (interference and attacks). The research has shown that the males revealed physical aggression (snatch toys, push, and fight) more often, whereas the females often resorted to verbal aggression (tease). Notably, the girls were more non-compliant than the boys; many girls did not want to participate in activities with other children or did not want to accept new participants into ongoing activities. It is worth mentioning that the major reasons for aggressive behavior in the children were toys or the place on the playground. Since only a few cases of intersexual conflicts were observed, the present study cannot address those classes of aggression. Prior research has demonstrated that boys were more aggressive than girls which was observed in kindergartens (Bower, 2000; McGuire, 1973; Van de Water, 1935), and the present study advances the field by showing that the same tendency is maintained when little adult supervision is conducted (in the park). This finding is important since it suggests that preschoolers act in the same way without adult supervision and outside established social groups. There are no certain popular or unpopular children, in the majority of cases children are strangers to each others). The present research enables to assume that such social factors as popularity and edification (children are taught that they should not fight) play an important role in the development of aggressive behavior. In the first place many children (mainly boys) tried to gain certain popularity occupying particular places on the playground and deciding who can and who cannot play in the activities started by them. Such situation often led to conflicts. Secondly, even though t here was no explicit adult control over children observed, presumably they are told (as any other children) what is good and what is wrong. Of course, children try to conduct in the â€Å"right† way since they were told so. Thus, even at such a young age children’ behavior is influenced by some edification which is revealed on the playground. The present research also showed that morality influences children’s behavior since, in the majority of cases, boys used to avoid conflicts with girls and physical conflicts were rather rare. This can be a proof that adults teach their children basic principles of morality and children use this knowledge with or without adult supervision. Although the present study extends our understanding of the development of aggressive behavior in preschool children, it is limited by several factors. First of all, the number of the children observed is small. Distortion of results is possible. Secondly, only one park was observed. Howev er, it could be useful to observe children playing in parks located in different parts of the city, so behavior of children pertaining to different social groups can be analyzed. There are a number of directions for future research. Thus, it is possible to focus on the reasons for the development of aggressive behavior in children. The future research can be based on the same observation in parks, but interviewing of parents and children should be also conducted. In this case we will know what reasons for aggression can children and their parents provide. This survey will reveal not only social factors influences the peculiarities of behavior but some personal, psychological factors. Interviewing will help to understand whether aggression is normal for each child, and what the reasons for aggression are. In summary, it is possible to state that preschool boys are more aggressive than girls of the same age which can be observed not only when adult supervision is conducted but when ch ildren occur in some informal situations as well. Thus, the further step in the field is to define the reasons for the development of aggression. This knowledge will enable people to prevent further development of aggressive behavior in children. Reference List Bower, B. (2000, January 22). Boys Show Their Tough Side. Science News, 157(4), 52. Hawley, P.H. (2003, April 15). Strategies of Control, Aggression, and Morality in Preschoolers: An Evolutionary Perspective. Journal of Experimental Child Psychology 85, 213–235. Howitt, D., Cramer, D. (2008). Introduction to Research Methods in Psychology. Harlow, Essex: Pearson Education. McGuire, J.M. (1973, December). Aggression and Sociometric Status with Preschool Children. Sociometry, 36(4), 542-549. Van de Water, M. (1935, February 2). Girls Fight, Too. The Science News-Letter, 27(721), 70-71. This research paper on Preschool Boys Are More Aggressive than Their Female Peers was written and submitted by user Black Widow/Natasha Romanoff to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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The writer has chosen to do this because the colour of iron is dull and boring which reflects the grass in the glade. The fact that the grass looks dull gives more effect to image that winter the huntsman is killing of colour. Also iron tough and hard this probably indicates that the ground is frozen solid, another property of iron is that it is shiny, this contrasts with idea that the glade is frozen so that is shines a it. Another piece of imagery generated by HF is a metaphor ‘hangs a dagger from house eaves', this metaphor is comparing icicles to daggers. Using daggers another way do describe icicles gives the effect of a shape material, also daggers are reflective so that reinforces the idea of sharp cold weapon. Use of language in both poems is quite similar except for some types which tend to be different in a few ways. An example of colour used in poems would be one in H. F, it mentions colours (green, black and white) and allows colour to be present in the poem. In winter the huntsman colour is being hunted down, this quote proves this idea â€Å"and copper leaves fall† this suggests that the last of the leaves are gone so there is no more colour. One more of creative language is how harsh the poem is. In Hard Frost people are allowed to live, an example of this is â€Å"at every footstep breaks a brittle pane†. The key word in the sentence to give the idea of human habitation is ‘footsteps'. With idea of human habitation this poem gives me the image of a Christmas card. In winter the huntsman this is completely opposite, because it's more about winter taking over life and being cruel to what's left of life. Evidence of this is â€Å"as night creeps from the ground hides each tree from its brother† this gives me the image that he is isolating the trees so that makes them more vulnerable to the winter. I got the impression he is killing trees and being harsh. This is in the sentence â€Å"till many a mighty branch is torn asunder† this means that he is ripping the limbs of the trees making them feel pain. In the end both poems are different in imagery but the best image in my opinion is the one in hard frost because it's the Christmas that everyone tends to see. However winter the huntsman is more realistic but it is a image of winter that people don't want to see, because of the holiday of Christmas.

More Money More Problems

Literary Analysis More Money, More Problems The Great Gatsby was written by F. Scott Fitzgerald. In this story, there are a lot of twists and turns with several characters. Two characters that stand out the most are Tom Buchanan and Jay Gatsby. Even though they are alike in some ways, in others they were completely different. The main areas that showed their greatest differences were the way that they obtained their wealth, their relationships with Daisy, and the way they treated Nick. Even though Tom was married to Daisy, Jay Gatsby was not willing to give up on his true love Daisy.First of all, even though they both were wealthy, Tom actually came from wealth as stated â€Å"His family was enormously wealthy†¦Ã¢â‚¬  (6). He enjoyed showing off his wealth off in order to make others feel bad and make himself feel important. An example of this would be when Tom told Mr. Wilson â€Å"No, he doesn’t,† said Tom coldly. â€Å"And if you feel that way about it, maybe I’d better sell it somewhere else after all†. Gatsby on the other hand, earned his wealth starting young and working for it. He bought a house across the bay from Daisy just to be close to her.While he also showed off his wealth by having lavish parties, he did it only to be seen and impress his true love, Daisy. This is proven by to Jordan’s statement, â€Å"I think he half expected her to wonder into one of his parties some night† (79). Another way that they were different was the relationship they had with Daisy. Even though Tom was her husband, he cheated on her several times and caused her shame. One occasion he had an affair with Myrtle Wilson, when he said â€Å"I want to see you†¦. Get on the next train† (26).The other occasion was when, †The girl who was with him got into the papers, too, because her arm was broken-she was one of the chambermaids in the Santa Barbara Hotel† (77). This shows that he had absolutely no respec t for her. He also treated her more like property. On the other hand, Gatsby rebuilt his life in hopes to see Daisy and have a life with her. Gatsby told her several times that he loved her and waited five years. He was also very careful about respecting her and her marriage as evidenced when trying to arrange a meeting with Daisy.He did not â€Å"want to do anything out of the way† (79) in order to avoid putting her in an awkward position. Finally, the way that Tom treated Nick was demeaning and almost servant like. Tom put Nick in the middle of his extramarital affair without any warning or thought. When the trio travelled to New York, Nick was about to go about his business but Tom told him, â€Å"No, you don’t†¦Myrtle’ll be hurt if you don’t come up to the apartment† (28). He had absolutely no regard for Nick’s feelings despite him being related to his wife.He had little regard for his feelings and demanded his presence. Gatsby, how ever, took the time to actually befriend Nick and was never disrespectful even when arranging to meet Daisy. He had such an effect on him that Nick remained his friend until the very end. The ways that Tom and Gatsby they obtained their wealth, their relationships with Daisy, and the way they treated Nick were some of the major differences between the two. While they were alike on some levels, they were morally different.

Ibsens A Dolls House essays

Ibsens' A Dolls House essays Key Question: Did Nora make the right decision? Why or why not? Nora and Helmers relationship in Ibsens play, A Dolls House, is a very fictitious relationship. The way Nora is treated, called names, and bossed around, degrades the female society. Feminism lurks throughout the whole play. The idea that women are nothing but a house pet is interpreted through Nora by Helmer. Helmer as egotistical as he is, uses and plays Nora like a toy for his own benefits, to look good in front of his co-workers and friends. A Doll, an empty headed play thing, was what Nora was living as under Helmers roof. The light shines on Nora one day and knocks some sense into her about the dirty self-degrading life she was living, and so she leaves Helmer and her children. Yes, Nora did make the right decision because she needed to take control of her own life and do as she pleases. She needed to teach herself how to survive on her own, make money for her own self. She did it for the better of her children. Didnt you tell me no one had been here? [shakes his finger at her.] My little songbird must never do that again. A songbird must have a clean beak to chirp with-no false notes! (Ibsen 25) Controlled, treated like a child, called names by Torvald and Nora does nothing about it as if she feared him or was hiding something from him just as the time she hid the macaroons from him. Nora is not a little girl, she deserves the respect as an adult and not be called names and referred to as a little squirrel or spendthrift. The only reason Nora probably stayed with Torvald for so long was because she needed him for various reasons, but mainly for money. Yes, Torvald, I cant get along a bit without your help. (Ibsen 26) Torvald took advantage of her helplessness for his own little schemes. ...as a matter of course he will come to dinner with us. However, I will ask him when he comes in t ...

Appeal - Definition and Examples in Rhetoric

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Equity and Trusts Essay Example | Topics and Well Written Essays - 1250 words

Equity and Trusts - Essay Example These recent legal decisions have contributed a lot in refining the traditional stipulations surrounding. This been well illustrated in the amounts of emphasis currently attached to beneficiaries’’ loss as a result of a trustee’s actions. The law provides that a trustee should manage a trust property (in this case a fund) on behalf of beneficiaries. This is a discussion that surrounds misappropriation of trust funds by a trustee and focuses on the best legal advice to be given to the beneficiary. Introduction A trust is defined as an equitable duty that binds one person to handle property owned by him or her (but not his or her private property) on behalf of other persons in which any of these other persons my enforce the obligation; including the person himself or herself. This person is called a trustee while the others are beneficiaries and, as stated, the trustee could also be a beneficiary. The writer of the trust is called a settler. Hepburn insisted that o bligation is equitable1. Some scholars have clarified that the popular obligation of conscience is not necessarily the same as ‘equitable obligation The prime obligation of a trustee is to run, handle and manage the trust on behalf of the beneficiaries. Over time however, it has been established that trustees could misappropriate the trust property; which led to the development of rules of equities to act as checks and balances. For instances, rules of equity stipulate that trustees cannot invest trust funds in their own private businesses but only beneficiary-authorized ventures. The beneficiaries are said to own the equitable interest in the trust fund or property and are required to demand for good management of the trust. Beneficiaries can sue trustees for mismanagement or breach of trust. The beneficiaries are entitled to proprietary interest emanating proceeding from the trust property or fund; and are entitled to pass it to others2. The beneficiaries have a legal duty t o terminate the trustees’ legal titles to them. However, their age and absolute entitlement to the trust must be unquestionable. Jeremy Versus Kevin and Joint Trust In advising Kevin and the Joint Trust, there are a several features of a trust to be considered. It should be noted that the principle of equity is effected by the owner, trustee, in his or her own conscience. This is popularly known as implied or express trust. But if law comes in and forces the trustee to perform functions for which the property was conferred, that becomes a constructive. Using this power and the legal disposition discussed above, Kevin should go ahead and instruct his father to confer the legal title to him; otherwise seek court’s direction. The second advice to Kevin would probably rhyme with the second feature of trusts: conscience. For all intends and purposes, Jeremy, the trustee’s conscience is affected by at least some factors. This is illustrated by his decision to transfer the trust fund to his private account; which was of course not the original purpose of the trust. It means therefore that the trustee automatically rendered the trust from being implied or express. Establishment of a trust depends on a property that can be identified. In this case, Jeremy, by dishonestly transferring the trust fund, breached the trust and the ‘property is not identifiable’3; thus a trust cannot be established and if it was prior established, it should end. Alternatively, since the trustee is already under constructive trust terms, through a court process, then he should be made to refund the trust fund. After a trust is up and running, a proprietary interest on the part of the beneficiary starts to build up. Jeremy should be compelled by law to transfer legal title of the trust, refund the trust’