The Situated Nature of Preschool Children's Conflict Strategies
2006 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 26, no 1, 109-126 p.Article in journal (Refereed) Published
The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children's conflict management skills are situated in peer conflict, because their strategies are to a greater or lesser degree influenced by the opponent's strategies. When the opponent's conflict strategy is non-aggressive, aggressive conflict strategies are atypical and low in frequency. When the opponent behaves with physical aggression in the conflict situation, most of the subjects respond to this aggressive conflict strategy with physical aggression. The findings confirm neither a static individual view nor a situated determinism, but a situated action view in which both individuals' cognitions and distributed cognitions interact.
Place, publisher, year, edition, pages
Institutionen för beteendevetenskap och lärande , 2006. Vol. 26, no 1, 109-126 p.
conflict, conflict strategy, preschool children, situated, aggression
IdentifiersURN: urn:nbn:se:liu:diva-11768DOI: 10.1080/01443410500341064OAI: oai:DiVA.org:liu-11768DiVA: diva2:18193
Original publication: Robert Thornberg, The Situated Nature of Preschool Children's Conflict Strategies, 2006, Educational Psychology, (26), 1, 109-126. http://dx.doi.org/10.1080/01443410500341064. Copyright © 2008 Taylor & Francis Group, an informa business2008-05-092008-05-092016-05-04