Day Care Experiences and the Development of Conflict Strategies in Young Children

Autor/inn/en	Singer, Elly; Van Hoogdalem, Anne-Greth; De Haan, Dorian; Bekkema, Nienke
Titel	Day Care Experiences and the Development of Conflict Strategies in Young Children
Quelle	In: Early Child Development and Care, 182 (2012) 12, S.1661-1672 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.640753
Schlagwörter	Child Care; Conflict; Play; Peer Relationship; Child Development; Foreign Countries; Toddlers; Teacher Behavior; Punishment; Conflict Resolution; Teacher Student Relationship; Netherlands + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Konflikt; Spiel; Peer-Beziehungen; Kindesentwicklung; Ausland; Infant; Infants; Toddler; Kleinkind; Teacher behaviour; Lehrerverhalten; Bestrafung; Conflict solving; Konfliktlösung; Konfliktregelung; Teacher student relationships; Lehrer-Schüler-Beziehung; Niederlande
Abstract	This paper presents a study of learning experiences in peer conflicts among two- and three-year-olds in Dutch daycare centres. Data were collected from individual sampling of 96 children during their free play. As in earlier studies, the results we obtained showed that three-year-olds used fewer unilateral strategies and more bilateral strategies than did two-year-olds. Bilateral strategies increased the likelihood children would play together after the conflict, but decreased the likelihood one of them would win. Unilateral strategies increased the likelihood one of them would win the conflict, but the use of physical force decreased the likelihood they would play together afterwards. Teachers often focused on the (alleged) perpetrator of the conflict and on punishing the use of physical force. But they were seldom focused on helping to reconcile the opponents. This study suggests that the children's interest in peer relationships is a strong incentive to use bilateral strategies. Therefore, teachers should value and support peer relations rather than focusing on the perpetrators. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10