Date of Award
Doctor of Philosophy
Human Development and Family Studies
The purpose of this study was to describe the real and pretend aggression exhibited by 20 middle-class children in a full-day kindergarten. A qualitative analysis was used to discover the sequence of aggressive episodes and how children executed aggressive acts within the episodes. Boys displayed the majority of aggressive behaviors, but only a small group of boys consistently participated in both real and pretend aggression. In episodes of pretend aggression, the aggressor was most likely to shoot, threaten, hit, or blow up a person, object, or imaginary character. In contrast, the aggressor was most likely to grab, taunt, name-call, push, or throw in episodes of real aggression. In both types of aggressive episodes, the target frequently provided the aggressor with information, but the target was also likely to move away from the aggressor or leave the play area in episodes of real aggression. Teachers intervened in more episodes of real aggression than in episodes of pretend aggression. In both pretend and real aggression, teachers intervened by providing directions, asking questions, and stating rules. Finally, the children were more likely to stay together than separate after an episode of pretend aggression, but they were just as likely to separate as they were to stay together in episodes of real aggression.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
Heidi Lin Malloy
Malloy, Heidi Lin, "The battleground in kindergarten: a contrast between pretend aggression and real aggression in a full-day kindergarten classroom " (2000). Retrospective Theses and Dissertations. 13917.