Examining Preschool Children's Intention Understanding and Their Conflict Resolution Strategies

Autor/inn/en	Pieng, Patrick; Okamoto, Yukari
Titel	Examining Preschool Children's Intention Understanding and Their Conflict Resolution Strategies
Quelle	In: Early Childhood Education Journal, 48 (2020) 5, S.597-606 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pieng, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01020-0
Schlagwörter	Preschool Children; Intention; Conflict Resolution; Predictor Variables; Peer Relationship; Social Development; Social Cognition; Females; Play + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Conflict solving; Konfliktlösung; Konfliktregelung; Prädiktor; Peer-Beziehungen; Soziale Entwicklung; Soziale Kognition; Weibliches Geschlecht; Spiel
Abstract	The present study investigated if preschool children's intention understanding could predict their use of other-oriented conflict resolution strategies. Participants were 30 preschool children (13 girls, M[subscsript age] = 4.46 years, SD = 0.73, range: 3.21-5.50 years). The children were observed for their conflict resolution strategies during freeplay at school for one 30-min session per day on three separate days. Conflict resolution strategies were coded into two broad categories: "self-oriented strategies" that did not recognize the opponents' needs and wants, and "other-oriented strategies" that took into account others' perspectives. To assess children's understanding of intentions, children were presented with three sets of story pairs adapted from Astington and Lee's (What do children know about intentional causation? Paper presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA, 1991) study. After controlling for age and language ability, children with more robust understandings of intentions tended to utilize greater percentages of other-oriented resolution strategies during peer conflicts. Implications for how early childhood educators can support young children's understanding of intentions and conflict resolution behaviors are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01