A Case Study of Early Childhood Conflict Behaviors and Teachers’ Resolution Strategies

• Main Authors: Kuo-chung Hsueh, 薛國忠
• Other Authors: Charng-Jiuan Tsay
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/m9z534

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 91 === Conflict behavior is one thing which can not be avoided in a child’s developmental period. Adults’ intervention and guidance will gradually produce effects to children’s conflict behaviors. Therefore, it is necessary to research and study children’s recognition to conflict behaviors and teachers’ resolution strategies. Qualitative methods were employed to study children’s conflict behaviors and teachers’ resolution strategies in this case study. The subject is an affiliated kindergarten of one elementary school in PengHu; there are 29 toddlers and two teachers in the class. After 28 observations (42 cases were observed) in eight months and two formal interviews with the teachers were made, the researcher found some characteristics in child conflict behaviors: 1.In some cases, children developed conflictions without thinking, they responded to their companies’ actions or behaviors right away. 2.The data on conflict in early life suggested that children’s disputes with peers are typically brief, with an average of 25”. 3.There were very few repeated subjects in children’s confliction; only one case was found in this study. 4.The center of conflictions were easily influenced and transferred by environmental factors. 5.Most children could return to regular through teachers’ intervention to the conflictions. Children seemed to forget conflict behaviors easily. 6.Gender difference was found in children’s conflictions. Over 70% of the cases occurred between boys, nearly 20% of them occurred between girls, and about 10% of them were between boys and girls. In regards to the strategies teachers pursued, four stages were summarized as follows: 1.Beginning Stage: Teachers use voice or signal to intervene conflictions, especially when physical harm is involved. Since physical conflictions develop loud sound and forces, teachers are easy to notice them. 2.Center Stage: Firstly, teachers listen to toddlers and look for the origin of the disputes. Teacher then analyze and explain their thoughts, use examples and give suggestions to make children understand. In addition, teachers use singing, counting numbers and story-telling to stabilize children’s emotion. 3.Making-up Stage: Children forget their conflictions and return to peace by shaking hands, apologizing and promising. 4.Extended Stage: Teachers establish children’s routines in their daily life through course design and corner arrangements to reduce frequency of children’s conflicts. Besides, it is important to build good relation and communication with parents. Finally, based on the observation process and results, the researcher provided some suggestions to teachers, parents, the kindergarten and future researchers.