The role of teachers in peer conflict: implications for teacher reflections

Blunk, Elizabeth M.; Russell, Elizabeth M.; Armga, Carol

doi:10.1080/13664530.2016.1273847

Cited by 14 publications

(11 citation statements)

References 34 publications

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“…In a study conducted by Sadık and Dikici Sığırtmaç (2016), whose results aren't in parallel with this study, it was determined that teachers thought of themselves as teachers using non-interfering and interactive classroom management strategies. Blunk et al (2017) stated that teachers could not use this strategy consistently although they set goals about social skills and appreciated children who solved their problems. It was observed that teachers set high goals in order to increase children's social competence skills and tried to prevent problems before they arose.…”

Section: Discussionmentioning

confidence: 99%

“…In another study, it was determined that the strategies for ensuring emotional support decreased problem behaviors and they ensured children establish healthy relations with both adults and their peers (Buyse, Verschueren, Doumen, Van Damme and Maes, 2008). It was stated that teachers especially tried to prevent conflicts and disputes before they emerge (Blunk, Russell and Armga, 2017) and recognition strategy had a great importance in classroom management. It was determined that the effectiveness of other strategies increased through the recognition strategy (Reinke, Lewis Palmer and Merrell, 2008).…”

Section: Introductionmentioning

confidence: 99%

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A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

Durmaz¹,

Dinçer²,

Deniz

2020

İlköğretim Online

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In this study, it is aimed to determine the classroom management strategies used by preschool teachers and to detect how useful they find these strategies. The screening model, which is among the quantitative research methods, was used in the study. The study group constitutes of 72 pre-school teachers, who work private and state kindergartens in Ankara and who take part in TUBITAK Project entitled the "Incredible Years (The Incredible Years-IY) Teacher Classroom Management Adaptation Program of Classroom: Turkey Sample". Teacher Classroom Management Strategies Questionnaire and the Personal Information Form were used as data collection tools in this study. In this study, only the data on the Specific Teaching Techniques Scale of the questionnaire were evaluated. Descriptive statistics and paired samples t-test were used to evaluate the data. As a result of the study, it was found that teachers used both developing and compulsive dimensions as classroom management strategies. However, teachers reported that although the developing dimension of classroom management strategies was more beneficial than the compulsive dimension, they did not frequently use strategies for the developing dimension. As a result, it has been determined that preschool teachers use compulsive classroom management strategies more frequently although they do not find it useful.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

Durmaz¹,

Dinçer²,

Deniz

2020

İlköğretim Online

View full text Add to dashboard Cite

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“…Preschool education's contribution to children's whole development is a thoroughly documented issue (Bakken, Brown, & Downing, 2017;Erkan & Kırca, 2010;Lehrl, Kluczniok, & Rossbach, 2016;Pianta, Barnett, Burchinal, & Thornburg, 2009;Taner & Başal, 2005). In addition to this formal learning experience, children spend time with their peers in the classroom context, and young children face conflict with peers as siblings and their teachers' conflict management and explanations may support their gaining awareness of both themselves and the perspectives of others (Blunk, Russell, & Armga, 2017;Downer, Williford, Bulotsky-Shearer, Vitiello, Bouza, Reilly, & Lhospital, 2018). In addition, teachers' mental state discussions and classroom story reading experiences can improve children's ToM skills (Bal & Veltkamp, 2013;Djikic, Oatley, & Moldoveanu, 2013;Mar, Oatley, & Peterson, 2009).…”

Section: Preschool Educationmentioning

confidence: 99%

Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

Altun¹

2019

JETS

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Theory of mind (ToM) skills involve young children’s mentalizing ability to be aware of their own selves and other individuals’ thoughts, beliefs, desires, and intentions (mental states). The social cognition skills are essential for processing complex social relations and overcoming interpersonal difficulties in communication. Previous studies shed light on the relationship of parenting and demographics to children’s ToM skills, but do not examine the associations with both home environment and preschool education experiences. The goal of the present study is to investigate children’s preschool education experience, home literacy environment (HLE), and technology usage in relation to their ToM skills. Participants were 203 preschoolers and their parents. The study data were collected using a home literacy environment questionnaire (HLEQ), theory of mind scale, and a demographic information form. The findings revealed that (a) children’s ToM scores are not differentiated regarding gender, excluding the diverse belief tasks, b) children’s ToM performances were differentiated in favor of children who have internet access at home, c) HLE, child age, daily TV watching, household income, maternal education, preschool experience, and shared book reading explained 46% of the total variance of preschoolers’ ToM scores.

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“…The level of conflict management training is assessed through qualitative studies aimed at analysing problems and ways of resolving conflicts used by practitioners [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Assessment of Conflict Resolution Training at University

et al. 2021

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The growth of conflicts in a changing world makes conflict resolution competence an important component of entrepreneurial competencies. Higher education should empower students to effectively prevent and resolve conflicts. The problem of assessing the educational process in the field of conflict resolution training and the result of this training is discussed in this article. The authors cite the results of an empirical study, the purpose of which was to determine the needs of students of the State University (Chelyabinsk, Russia) with regards to conflict management preparation. The survey relied on an analysis of the self-assessment of students´ own skills and commitment to the principles of tolerance, an assessment of the educational process, and the need to increase their own conflict management competence. 152 students of the State University took part in the survey, of which 63 were male and 89 female. The Likert scale was used. The results of the study showed that students assess the level of their own conflict resolution competence as high, as do they the educational process at the university. The limitations of the study are discussed at the end of the article.

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The role of teachers in peer conflict: implications for teacher reflections

Cited by 14 publications

References 34 publications

A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

Assessment of Conflict Resolution Training at University

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