Conflict Resolution and Children's Behaviour: Observing and Understanding Social and Cooperative Play in Early Years Educational Settings

Autor/in	Broadhead, Pat
Titel	Conflict Resolution and Children's Behaviour: Observing and Understanding Social and Cooperative Play in Early Years Educational Settings
Quelle	In: Early Years: An International Journal of Research and Development, 29 (2009) 2, S.105-118 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Play; Conflict; Young Children; Conflict Resolution; Early Childhood Education; Peer Relationship; Interpersonal Competence; Cooperation; Social Development; Observation; Stress Variables; Teaching Methods; Vignettes; Interpersonal Relationship; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Spiel; Konflikt; Frühe Kindheit; Conflict solving; Konfliktlösung; Konfliktregelung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Peer-Beziehungen; Interpersonale Kompetenz; Co-operation; Kooperation; Soziale Entwicklung; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Großbritannien
Abstract	This paper draws from continuing research into the growth of sociability and cooperation in young children. It began in the mid-1980s and has continued periodically in a range of early years educational settings across the 3-6 age range. The research has underpinned the development of an observational tool. This tool--the Social Play Continuum or SPC--has been used in personal and paired data collection by the author and jointly with early years educators. This paper draws from play observations of nursery children (aged 3-4 years) and reception class children (aged 4-5 years) in one school. The focus here is on conflict in play and its interpretation. The paper considers a relationship with stress in children's lives and its potential impact on playful learning needs. The author advocates increases in playful learning and pedagogies rather than engagements with conflict resolution programmes. Three data-based vignettes contextualise children's play to illustrate the need to deepen understanding through observation about the nature of conflicts--with peers and with adults--and the wider implications for playful pedagogies. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10