UDC 37.015.3

Lvova S.V.¹ (Moscow, Russian Federation) – lvovasv@mgpu.ru

¹Moscow City Pedagogical University

Abstract. The article is devoted to an urgent problem of modern psychology and pedagogy — aggressive behavior of older preschool children. The paper presents a comprehensive theoretical analysis of the key concepts of “aggression” (as a behavioral act) and “aggressiveness” (as a stable personal characteristic). Special attention is paid to the specifics of the formation of aggressive patterns in preschool childhood. The complex of factors provoking the development of aggressiveness is considered: disharmonious styles of family upbringing, including inconsistency of requirements and the use of physical punishments, as well as the increasing influence of the modern information environment, broadcasting patterns of violent behavior. An essential place in the article is occupied by the analysis of the phenomenon of bullying in the conditions of a preschool educational organization. The author identifies and describes the qualitative differences between preschool bullying and school bullying: its episodic, dyadic (paired) nature, situationality and spontaneity of manifestations due to the age-related psychological characteristics of children (egocentrism, low level of reflection and empathy). The importance of timely recognition of such forms of interaction is emphasized in order to prevent the consolidation of destructive behaviors. The empirical part of the article presents the results of the diagnosis of the level of aggression in 34 children aged 6-7 years, conducted using valid tools (questionnaires for teachers, projective techniques). The heterogeneity of the group was revealed: 26% of preschoolers showed a high level of aggressiveness. Based on the data obtained, a program of psychological and pedagogical prevention has been developed and tested. The program is based on the principles of game and art therapy, psychohymnastics, and includes 24 classes aimed at reducing emotional stress, teaching constructive conflict resolution skills, and developing communication skills. The results of the repeated diagnosis after the implementation of the program show a pronounced positive trend: the high level of aggression was completely eliminated, and the number of children with low levels increased to 66%. Statistical processing of the data obtained using the Wilcoxon T-test confirmed the significance of the changes (Temp < Tcr at p<0.01), which proves the effectiveness of the proposed program. The conclusion is made about the need for systematic preventive work in preschool institutions as a key condition for the psychological well-being of preschoolers and the prevention of bullying.

Keywords: aggression, aggressiveness, senior preschool age, bullying in preschool, aggression prevention, play therapy, psychological correction, preschool educational environment.

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For citation: Lvova, S. V. (2026). Psychological characteristics and correction of aggressive behavior of senior preschool children. CITISE, 1, 731–739. (In Russian).