ERIC Number: ED374907
Record Type: RIE
Publication Date: 1994
Increasing the Growth in Prosocial, Nonviolent, Problem-Solving Skills of Kindergarten Students through Conflict Resolution Skills.
Benton-Murray, Janet M.
A practicum was conducted at a small, private elementary school to introduce strategies that would reduce kindergarten classroom disruptions and playground disturbances due to fighting, verbal confrontations, and disregard for authority and rules. A survey conducted at the school revealed that kindergarten teachers handled a daily average of 10 disruptions in their classroom without making referrals to the administration. Causes of the problem were identified by observations, interviews with staff, daily checklists, and the teacher survey, indicating that the lack of nonviolent problem-solving skills was a major contributor to the frequency of classroom disruptions. A four-step method of conflict resolution was used, along with open-ended stories, art, music, and role play, to teach children to identify their emotions and settle conflict situations nonviolently. Choices of appropriate methods of problem evaluation, recognition of emotions, and acceptance of responsibility for actions were sequentially presented using small- and large-group interaction and role playing. The study population consisted of 25 kindergarten students. Results of a post-intervention teacher survey revealed a positive trend toward the reduction in the number of disruptive incidents requiring teacher intervention, as well as an increase in the number of incidents children were able to resolve successfully on their own. (AC)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova Southeastern University.