Features of conflict: Evidence of a developmental trend among same-age and mixed-age mainstreamed preschool playgroups

This study compared the effects of group composition and handicap status on the conflictual behaviors of 32 nonhandicapped and 16 handicapped children between the ages of one and four years of age in either same or mixed-age classes in a standardised playroom. Video tapes were made of each child alternating as the focal child in four separate 15-minute periods in free play. The second and third tapes for each focal child's communicative interactions with the other five children in the class were transcribed and coded for each turn identified as a conflict. The categories included the speaker, the target, the form of communication used, the focus of the conflict, and the compliance-gaining strategies employed to resolve the conflict. The strategies were identified using Brenneis and Lein (1977) categories. Data were analyzed using a 4 x 2 x 2 ANOVA (age x group composition x handicap status) to test for the differences in the age groups. A 2 x 2 with nested subgroups ANOVA (handicap status x classes within group composition) was used to test for the differences by group composition and handicap status.;Differences in each feature (time, form, focus, and strategy) by age supported the case for a developmental trend in the features of conflict. No differences were found for the main effect of group composition (same versus mixed-age). Differences were found between the nonhandicapped and handicapped children, reflected in a greater number of turns by the nonhandicapped children. Implications of these results are discussed. The hypothesis for a developmental trend in the conflicts of preschool children was supported independent of group composition and the presence of children with handicapping conditions. The findings of this study suggest that mainstreaming does not hinder the developmental course of normally developing children while, at the same time, providing a social environment in which children with handicaps have an opportunity to interact with normal peers. In addition, the grouping of children with either same-age or mixed-age peers did not significantly affect the behavior of children in conflict situations.