Kindergarten Teacher Interventions in Peer Conflict among Young Children :

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  • 幼児間のいざこざにおける保育者の介入行動
  • 幼児間のいざこざにおける保育者の介入行動 : 気持ちを和ませる介入行動に着目して
  • ヨウジ カン ノ イザコザ ニ オケル ホイクシャ ノ カイニュウ コウドウ : キモチ オ ナゴマセル カイニュウ コウドウ ニ チャクモク シテ
  • ―気持ちを和ませる介入行動に着目して―
  • with a Focus on the Role of 'Nagomase' Interventions

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Abstract

This study examined the role of kindergarten teachers' 'nagomase' interventions during conflicts among four-year-old children. Such interventions are not direct instructions for conflict resolution but indirect suggestions to the children (e.g. humor, physical contact & playing). In particular, we focused on peer interactions between children and teachers and analyzed these by an interpretive perspective based on the observational data from the kindergartens. The main findings are as follows: 1) such interventions during peer conflicts function to break the ice, so that children are encouraged to look back on their conflicts and recognize their errors; 2) such interventions after peer conflicts function to change the situation, so that the interventions contribute to children having continued peer interaction after the conflict.

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