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Teacher intervention and U.S. preschoolers' natural conflict resolution after aggressive competition

Teacher intervention and U.S. preschoolers' natural conflict resolution after aggressive competition Teacher intervention and U.S. preschoolers’ natural conflict resolution after aggressive competition Cary J. Roseth 1,3) , Anthony D. Pellegrini 2) , Danielle N. Dupuis 2) , Catherine M. Bohn 2,4) , Meghan C. Hickey 2) , Caroline L. Hilk 2) & Annie Peshkam 2,5) ( 1 Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824-0454, USA; 2 University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA) (Accepted: 25 March 2008) Summary The role of teacher intervention in preschoolers’ peer conflicts is controversial, with one view suggesting that children should resolve conflicts on their own, and another that social- ization accounts for conflict resolution’s development. This study strives to clarify this issue using a short-term longitudinal, observational design to examine teacher intervention and 91 preschoolers aggressive competitive conflict. By delimiting the form of conflict, the study examines whether the role of teacher intervention varied by conflict behavior (e.g., physi- cal and verbal aggression) and the form of conflict resolution. Results support the view that teacher intervention disrupts the conflict resolution cycle, especially in terms of preschoolers’ on-going interaction and using alternatives to temporary separation. Implications for theory and practice are discussed. Keywords : conflict http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Behaviour Brill

Teacher intervention and U.S. preschoolers' natural conflict resolution after aggressive competition

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Publisher
Brill
Copyright
Copyright © Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0005-7959
eISSN
1568-539X
DOI
10.1163/156853908786131333
Publisher site
See Article on Publisher Site

Abstract

Teacher intervention and U.S. preschoolers’ natural conflict resolution after aggressive competition Cary J. Roseth 1,3) , Anthony D. Pellegrini 2) , Danielle N. Dupuis 2) , Catherine M. Bohn 2,4) , Meghan C. Hickey 2) , Caroline L. Hilk 2) & Annie Peshkam 2,5) ( 1 Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824-0454, USA; 2 University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA) (Accepted: 25 March 2008) Summary The role of teacher intervention in preschoolers’ peer conflicts is controversial, with one view suggesting that children should resolve conflicts on their own, and another that social- ization accounts for conflict resolution’s development. This study strives to clarify this issue using a short-term longitudinal, observational design to examine teacher intervention and 91 preschoolers aggressive competitive conflict. By delimiting the form of conflict, the study examines whether the role of teacher intervention varied by conflict behavior (e.g., physi- cal and verbal aggression) and the form of conflict resolution. Results support the view that teacher intervention disrupts the conflict resolution cycle, especially in terms of preschoolers’ on-going interaction and using alternatives to temporary separation. Implications for theory and practice are discussed. Keywords : conflict

Journal

BehaviourBrill

Published: Jan 1, 2008

Keywords: AGGRESSION; TEACHER INTERVENTION; PRESCHOOL; CONFLICT RESOLUTION; RECONCILIATION; COMPETITION

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