만 3세 유아의 또래 간 갈등 시 교사의 중재 양상 = A Study of Aspects of Teacher's Conflict Resolution Strategies and the Effects on Conflict Resolution among 3-year-olds.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore teacher's conflict resolution strategies and the effects on 3-year-olds. The first method is when the teacher helps the children understand the conflict and offers different ways for the children to resolve their conflict. In the second method, the teacher uses her authority to solve the conflict as quickly as possible. The third method is when the teacher takes sides with one of the children and tries to make the other child understand what he or she did wrong. The final method involves empathy. The teacher shows the children that she understands what they are going through and tries to get them to focus on something else.
The results of this research suggest that it is more effective when the teachers use resolution intervention strategies that are positive and let the children think and decide for themselves children should be encouraged to solve the conflict by applying having strategies such as offering alternative solution and suggesting strategies rather than having the teacher resolving the conflict for the child.

국문 초록 (Abstract)

본 연구는 만 3세 유아들의 또래 간 갈등상황에서 교사의 중재 양상을 분석하여 유아들의 갈등을 보다 효과적으로 다룰 수 있게 하기 위한 교수전략을 모색해 보고자 함이다. 본 연구에 의하면 또래간 갈등 중재를 위해 교사가 사용하는 있는 중재전략은 크게 4가지 유형으로 나타났다. 첫째, 갈등상황에 있는 유아들에게 바람직한 해결방법을 안내하여 유아들로 하여금 스스로 생각하고 결정할 수 있는 기회를 주고 갈등 당사자인 유아들이 주체적으로 해결해 볼 수 있도록 지원하는 형태 둘째, 교사의 권위로 갈등상황을 진압하는 것으로 해결하는 유형 셋째, 교사가 갈등상황에 있는 한 유아의 대리인이 되어 갈등을 대신 해결해 주고자 하는 유형 마지막으로 갈등상황을 쟁점과 상관없이 무마해 버리려는 유형이다. 이와 같은 유형 중 대안제시, 전략제시, 상황 설명해주기 등과 같은 전략이 해당되는 첫번째 유형은 갈등 상황에 있는 유아들이 주체적으로 갈등해결에 대해 생각하고 결정할 수 있게 함으로써 갈등 해결 결과에도 긍정적인 영향을 미치게되는 바람직한 중재 전략임이 나타났다.

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