Skip to main content
padlock icon - secure page this page is secure

The role of teachers in peer conflict: implications for teacher reflections

Buy Article:

$54.00 + tax (Refund Policy)

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.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: Social competence; peer conflict; teacher intervention; teacher reflections; teacher training

Document Type: Research Article

Affiliations: 1: School of Family and Consumer Sciences, Texas State University, San Marcos, TX, USA 2: Department of Human Development and Family Sciences, The University of Texas at Austin, Austin, TX, USA

Publication date: October 20, 2017

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more