Conflict strategies and resolutions: Peer conflict in an integrated early childhood classroom

Malloy, Heidi L.; McMurray, Paula

doi:10.1016/s0885-2006(96)90005-8

Cited by 35 publications

(19 citation statements)

References 18 publications

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“…The conflict coding measure was adapted from the work of Laursen and Hartup (), Malloy and McMurry (), Sackin and Thelen (), Verbeek and de Waal (), and Wilson (). The six recorded components of dyadic conflicts are described below.…”

Section: Methodsmentioning

confidence: 99%

Dynamics of Young Children's Socially Adaptive Resolutions of Peer Conflict

Spivak

2015

Social Development

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How do young children negotiate conflicts with peers that result in mutually beneficial resolution and peaceful interaction after conflict? A few studies suggest that when children use conciliatory strategies in conflict, socially adaptive outcomes are more likely to be achieved. The present study explores the relative associations of types of children's conciliatory conflict resolution strategies (i.e., prosocial, compliance‐oriented, solution‐oriented, and verbal clarification/apology) with conflict outcomes to contribute to knowledge of the discrete behaviors that might have salience for conflict resolution training. Socially adaptive conflict outcomes were expected to strongly relate to children's resolution strategies of a prosocial nature as well as to teacher or peer interventions encouraging prosocial behavior or empathy. Sampled conflicts (N = 521) were collected through field observations of 107 ethnically/racially and socioeconomically diverse four‐ to seven‐year‐old children. Logistic regression analyses with bootstrap‐based inference suggested that children's prosocial behaviors in conflict were most strongly tied to mutually beneficial resolution and peaceful postconflict interaction, when controlling for relevant covariates. Other conciliatory strategies varied in their association with socially adaptive outcomes. The hypothesis regarding third‐party interventions encouraging prosociability or empathy could not be examined due to infrequent occurrence. Insights for future research on children's socially adaptive conflict negotiations are discussed.

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Section: Methodsmentioning

confidence: 99%

Dynamics of Young Children's Socially Adaptive Resolutions of Peer Conflict

Spivak

2015

Social Development

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“…However, when looking at conflicts between children with disabilities different studies reported conflicting results in terms of the teachers' role. For example, when Mallory and McMurray (1996) studied children with special needs in an integrated classroom they found that 70% of the conflicts involved adult intervention and suggested the need for active teacher involvement during peer conflicts. In contrast to Mallory and McMurray (1996), Lieber (1994) proposed less teacher intervention, arguing that children with disabilities were able to resolve their conflicts without adult intervention.…”

Section: Background Of the Studymentioning

confidence: 99%

“…For example, when Mallory and McMurray (1996) studied children with special needs in an integrated classroom they found that 70% of the conflicts involved adult intervention and suggested the need for active teacher involvement during peer conflicts. In contrast to Mallory and McMurray (1996), Lieber (1994) proposed less teacher intervention, arguing that children with disabilities were able to resolve their conflicts without adult intervention. It is notable to see how teacher intervention is one of the important issues in those studies that examined conflict resolution strategies of children with special needs, regardless of whether teachers were encouraged or discouraged to intervene.…”

Section: Background Of the Studymentioning

confidence: 99%

“…Other studies (Mallory & McMurray, 1996;Shantz, 1987) have defined conflict as when two children have incompatible goals and use a variety of prosocial and antisocial strategies to influence each other's behaviors. Laursen and Hartup (1989) and Killen and Turiel (1991) described conflict using the following sequence -child A attempts to influence child B; child B opposes or resists child A.…”

Section: Definition Of 'Children's Conflicts' Within My Studymentioning

confidence: 99%

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Reflecting on my role in children’s conflicts in an early childhood special education classroom

Lee

2008

Reflective Practice

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The purpose of this practitioner research was to examine my role as a teacher in the context of children's conflicts in an early childhood special education classroom, reflecting on my reactions and choices of different intervention strategies. From videotaped observations and reflective journals I examined when I intervened and what strategies I used. The findings indicate that even though I was not conscious of my assumptions about individual children all the time, these assumptions were unconsciously translated into my daily practice and conflict resolution strategies. Through reflecting on my practices and beliefs I raised important issues concerning a teacher's role in children's conflicts. This study validates how important it is for teachers to reflect on specific issues within their practices and observe how these issues are addressed within the research process. Reflective practices, specifically conducting action research, not only heightens awareness of context but also enables one to take greater control over his/her own professional growth.

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“…It is, according to Isheden, Abdollazadeh, and Faresveit (1995), a state of incompatible behaviours or goals. Conflict can also be defined as a relationship where two people have incompatible goals, and use a variety of prosocial and antisocial strategies to influence each other's behaviour (Malloy & McMurray, 1996). Some of the researchers describe the conflict as at least a three-unit exchange (e.g., Laursen & Hartup, 1989;Shantz, 1987).…”

mentioning

confidence: 99%

The Situated Nature of Preschool Children’s Conflict Strategies

Thornberg

2006

Educational Psychology

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Conflict strategies and resolutions: Peer conflict in an integrated early childhood classroom

Cited by 35 publications

References 18 publications

Dynamics of Young Children's Socially Adaptive Resolutions of Peer Conflict

Dynamics of Young Children's Socially Adaptive Resolutions of Peer Conflict

Reflecting on my role in children’s conflicts in an early childhood special education classroom

The Situated Nature of Preschool Children’s Conflict Strategies

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