Peer conflict in preschool play: The role of materials and spaces

In early childhood, as social interactions increase and peer relations are formed, conflicts frequently arise. Conflict and conflict resolution provides opportunities for learning social skills critical to social development. Much of the extant literature identifies the physical dimensions of the setting relevant to interactions during play episodes. The role of these physical dimensions in conflict situations, however, has been largely neglected.;The role of well-defined and open-ended materials and spaces in preschool peer conflict episodes was explored using a naturalistic inquiry. Qualitative data was collected from five classrooms and three playgrounds using the Conflict Observation Tool, developed to record conflict themes, nature of materials/spaces and resolution processes. Observations were analyzed for patterns of relationships between nature of conflicts and the physical environment. Content analysis of interviews with teachers and administrators provided insight into the socio-cultural context of the school and were used to triangulate findings from observations. Photographs of the environment and video recordings of observations were used to establish dependability.;Results of this study had theoretical, conceptual and pragmatic implications. This study found that as open-ended materials/spaces transform into well-defined materials/spaces, play scaffolds into higher cognitive levels. Accordingly children establish personal territory around these materials/spaces, exhibiting territorial behavior when other children attempt to gain access to these, resulting in conflicts that are often teacher mediated. With well-defined materials/spaces, conflicts are more often peer resolved outdoors than they are indoors. Small spaces providing closure and single-interpretation materials/spaces are most likely to promote conflicts. Theoretically this suggests that to wholly understand the nature of peer conflict, they need to be analyzed within the context of territoriality and play. This study also recommends a reconceptualization of the dichotomous categorization of materials/spaces into a continuum based framework. Pragmatic implications for teachers and designers include (1) proximity of block and pretend play centers to promote developmentally supportive conflict; (2) reducing density indoors by removing clutter; (3) minimizing single-interpretation materials/spaces; and (4) providing spaces that afford multi-use and non-closure. Findings of this study reinforce for policy makers and administrators the need for constructive conflict in preschool settings to support social development.