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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