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dc.contributor.authorRussell, Elizabeth Morgan ( )en_US
dc.contributor.authorBlunk, Elizabeth ( )en_US
dc.date.accessioned2006-01-18T10:06:37Z
dc.date.available2012-02-24T10:06:49Z
dc.date.issued2004-01-18en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/2879
dc.descriptionResearch Enhancement Program Final Reports.
dc.description.abstractTeachers are asking for help in managing young children's peer conflict. There is an urgent need in the early care and education community for more information about conflict management because teachers have reported that preventing and responding to peer conflict, particularly physical conflict, is one of the most difficult aspects of teaching young children. This aspect of teaching contributes to teacher burnout and subsequent staff turnover, both of which have a deleterious impact on the quality of care and education experienced by the children. Additionally, young children need to learn ways of solving their disagreements in verbal, prosocial ways rather than by hurting each other. Solving conflict in a socially responsible manner is a life skill that children can build upon throughout their childhood and beyond. However, there are gaps in the research literature which prevent teachers and those who educate teachers from building a complete and accurate understanding of the dynamics of young children's peer conflicts which, in turn, inhibits the identification of related, effective teacher management strategies.en_US
dc.formatText
dc.format.extent2 pages
dc.format.medium1 file (.pdf)
dc.language.isoen
dc.subjectPeer conflicten_US
dc.subjectTeachersen_US
dc.subjectTeachingen_US
dc.subjectChildrenen_US
dc.subjectManagement strategiesen_US
dc.titlePreschool Children’s Peer Conflict and Related Teacher Management Strategiesen_US
txstate.documenttypeResearch Report


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