Roles of teachers and peers in conflicts between Korean kindergarteners

• 영문명: Roles of teachers and peers in conflicts between Korean kindergarteners
• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Heejin Kim
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』 Vol.3 No.2, 23~52쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.01.01

영문 초록

The nature and form of teacher and peer mediation in conflicts among 5-year-olds enrolled in kindergarten in Korea were systematically examined. Children were observed during free play on three consecutive days. A total of 278 cases of conflicts were observed and details about the conflict and intervention were coded. Results showed that teachers intervened in about half of the conflicts and that conflicts tended to last longer when there was third party intervention than in other cases. Teachers appeared to be more effective mediators than peers because they played a more active role in the conflict resolution process and utilized a wider range of strategies. When teachers intervened, conflicts were more likely to result in a “win-win” resolution for both parties involved in the conflict. Implications of the findings are discussed.

목차

Introduction

Method

Results

Discussion

References

키워드

young children’s conflict teacher intervention peer intervention