Educators' Intervention, Communication and Peers' Conflict in Nurseries

Autor/inn/en	Majorano, Marinella; Corsano, Paola; Triffoni, Giulia
Titel	Educators' Intervention, Communication and Peers' Conflict in Nurseries
Quelle	In: Child Care in Practice, 21 (2015) 2, S.98-113 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2014.1001812
Schlagwörter	Intervention; Child Care Centers; Preschool Children; Peer Relationship; Play; Conflict; Foreign Countries; Role; Child Caregivers; Preschool Teachers; Video Technology; Coding; Discourse Analysis; Teacher Student Relationship; Correlation; Conflict Resolution; Personal Autonomy; Friendship; Context Effect; Cultural Influences; Aggression; Observation; Italy + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Spiel; Konflikt; Ausland; Rollen; Caregiver; Caregivers; Carer; Erzieher; Erzieherin; Kindergärtnerin; Codierung; Programmierung; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Conflict solving; Konfliktlösung; Konfliktregelung; Individuelle Autonomie; Freundschaft; Cultural influence; Kultureinfluss; Beobachtung; Italien
Abstract	The aim of the present study is to assess the role of educators' interventions and communications in peer conflicts between preschoolers. Ninety-nine children (47 females and 52 males) aged from zero to three years were observed in seven Italian nurseries during free-play, mealtime and structured activity. Their interactions (verbal and non-verbal behaviour) were video-recorded and transcribed. Event sampling with continuous recording rules was followed and a conflict coding system was used to analyse conflict episodes. Specifically, conflict antecedents, origins, unfolding, resolution, outcomes (solitary play, parallel play and together outcomes) and educators' intervention (direct, indirect or no intervention) were analysed. In addition, educators' communicative functions (tutorial, conversational, didactic, control and asynchronous) were assessed. Fifty-five peer conflicts emerged from analysis of the data, most of them between two males in the older group during free-play. Educators' interventions were associated with a lower frequency of together outcomes and educators' tutorial utterances, and with a higher frequency of educators' control utterances. The study emphasises the importance of a natural resolution of conflict and the role of the educator as a "tutor" with children younger than three years old. It could, therefore, offer useful suggestions to educators, stimulating them to encourage a spontaneous resolution to conflict, and thus to promote children's autonomy. Further research is needed to clarify the influence of other variables, such as friendship relationships, contextual aspects (e.g. composition of the classes, composition of the group) and cultural aspects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01