Konflikthantering i förskolan : En intervjustudie kring sex förskollärares syn på konflikter och konflikthantering inom förskoleverksamheten

• Main Author: Chunhua Hu, Dorrie
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2019
• Subjects: peer conflict; conflict management; teachers’ intervention; communication; pre-school; Pedagogy; Pedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38196

The impetus for this study came from my own experiences at the pre-schools. I noticed that in the pre-school there are different types of conflicts that need to be resolved or managed every day. How conflicts are handled by pre-school teachers seems to be dependent on how each pre-school teacher responds to the conflict. In connection with this, the aim of this study is to examine pre-school teachers' perceptions of the interpersonal conflict between children and how these conflicts are handled. Three research questions were formulated to attain this aim: a) how do pre-school teachers perceive the interpersonal conflict between children at pre-school? b) how are children's interpersonal conflict managed according to pre-school teachers? c) what role do pre-school teachers consider themselves to have during the children's interpersonal conflict management? The theoretical framework in this study is based on Richard Cohen's The ideal system of conflict resolution, that describes four different levels of conflict strategies and how they work systematically. The study employs qualitative method and semi-structured interview as a tool to acquire information to be analyzed. The semi-structured interview conducted with six pre-school teachers. Interview and the conversations were audio-recorded and transcribed. The study employed thematic analysis and generated the following themes: a) view on peers’ conflict, b) conflict management and c) pre-schools teacher’s role during conflict management. The findings and the conclusions drawn are that awareness of causes of children’s interpersonal conflicts give the pre-school teacher confidence and they can see that the children develop social skills through the conflicts. The study emphasises the importance of preventive work before conflict happens, such as to work to instil basic values and good friendship with the pre-schoolers. In addition, the study emphasises the importance communication during conflict management, and the role of the pre-school teacher as a mediator, facilitator and guide.