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

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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.
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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

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