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ERIC Number: EJ1154409
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: N/A
The Role of Teachers in Peer Conflict: Implications for Teacher Reflections
Blunk, Elizabeth M.; Russell, Elizabeth Morgan; Armga, Carol J.
Teacher Development, v21 n5 p597-608 2017
The purpose of this qualitative study was to explore early childhood teachers' interventions during peer conflict. Fifteen ethnically diverse teachers in central Texas were asked to reflect on videotaped peer conflict situations. Using thematic analysis, five strategy themes were identified: prevent aggression, consider timing, stop conflict, promote social competence, and use conflict resolution. A majority of teachers indicated a goal to enhance social competence; however, many disagreements resulted in teachers preemptively stopping conflict without discussion of alternatives. We emphasize the benefits of teacher training, including reflections, as a tool in discovering conflict resolution strategies that promote socialization.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A