Preschoolers' Possession-Based Disputes during Indoor and Outdoor Play

Autor/inn/en	Stack, James; Nikiforidou, Zoi
Titel	Preschoolers' Possession-Based Disputes during Indoor and Outdoor Play
Quelle	In: Early Child Development and Care, 191 (2021) 6, S.847-860 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stack, James) ORCID (Nikiforidou, Zoi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1649667
Schlagwörter	Preschool Children; Conflict; Play; Conflict Resolution; Sharing Behavior; Child Behavior; Toys; Environmental Influences; Preschool Teachers; Foreign Countries; Psychological Patterns; United Kingdom (England) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Konflikt; Spiel; Conflict solving; Konfliktlösung; Konfliktregelung; Toy; Spielzeug; Environmental influence; Umwelteinfluss; Erzieher; Erzieherin; Kindergärtnerin; Ausland
Abstract	At present there is little evidence documenting children's possession-based behaviours during play within preschool settings. This ethnographic study observed the same group of 12 children over a four-month period during sustained bouts of indoor and outdoor play. An event sampling approach was employed in order to identify episodes of possession-based disputes and ways through which children with or without the involvement of the adult negotiate and resolve them. The results captured (1) the total amount of possession-based disputes, episodes where practitioners (2) were involved in the play during disputes, (3) were successful in supporting children's resolution of possession-based disputes, and finally, (4) disputes resolved through the first-possession heuristic. The findings show how children experience possession-based disputes in relation to the contextual factors of the environment and the role of the practitioner; underlying the broader socio-cultural implications of learning culturally relevant social skills and knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01