A Study Of Teacher Intervention In Peer Conflicts

Peer conflict is a kind of peer interpersonal interaction, and the resolving course is anatural process for children to learn about social interaction. The key to promoting children’ssocial development is the scientific unscrambling and rational utilization of conflicts. Inkindergartens, peer conflicts are usually accompanied by teachers’ interventions, and theappropriateness of interventions is the key factor in the role of peer conflicts.This study mainly adopts non-participatory observing and interviewing methods tocollect data, taking M kindergarten in Liaoning Province as example by conveniencesampling, and investigates six teachers in two grades (middle class and top class) for twomonths.The thesis partitions kindergarten teachers’ intervention into four types: the initiative, thetime, the ways and its results. Based on the partition, the thesis analyzes the problems existingin teachers’ intervention including the shortsighted intervening purpose of quickly endingconflicts, the less pertinence in intervening ways, poor intervening effects and the interventionis easily influenced by parents etc. For the above problems, the thesis explores the factorsinfluencing teachers’ intervention, from the subject aspect (teachers’ views on children andconflict, reflective competence, professional achievement and emotional states) and from theobject aspect (children’s personalities, pre-existing interaction experiences with teachers, thecreation of class environment and parents’attitudes).From the foregoing investigation and analysis, the thesis puts forward severalsuggestions to promote the appropriateness of teachers’ intervention, from the aspects ofteachers’ specialization, cooperations between kindergarten and family and workingenvironment in kindergarten.