유아의 사회적 갈등과 교사의 관리전략에 대한 질적 연구 = A Qualitative Study of Young Children`s Conflict and Teacher Management of the Conflict

다국어 초록 (Multilingual Abstract)

This study explores young children`s conflict in social relationships and examines teachers strategies for management for that conflict in a naturalistic setting using qualitative inquiry. 28 children were observed for seven months in the two classrooms and on the playground in a University affiliated day care center in central Texas. Five dyads of friendship relations (two boy-boy dyads and three girl-girl dyads) were identified from observation and teacher interview. Conflict flow found in this study, consisted of two types: competing and debating. Young children who were not in friendship relations were more likely engaged in a competing type of conflict flow; in contrast, young children in friendship relations generated more frequently a debating type of conflict flow in their social interactions. Further, young friends showed peaceful strategies in resolving conflict whereas young children in nonfriendship interactions relied frequently on the use of physical power or in asking teachers to resolve the conflict. Teachers in this study used two types of conflict management strategies: adult-directed and child-directed. In contrast to recent studies which found teacher managing strategies used to resolve young children`s social conflict, this study found teachers using child-directed strategies as well. Also, teachers in this study demonstrated a management of conflict pattern consisting of diagnosis, verification, and offering resolution.