An Action Research on Resolving the Peer Conflict among Preschool Children in Classroom Library Corner– a Case Study of a Kindergarten Located in Taipei City

• Main Authors: Shu-mei WANG, 王淑梅
• Other Authors: 高光義
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/eu5vrz

碩士 === 臺北市立大學 === 國民小學教師在職進修公民與社會教學碩士學位班 === 102 === Abstract The peer conflict is inevitable when preschool children interact with classmates. The adopted strategies under such conflict scenarios always influence the acceptation extent of classmates. If these strategies cannot appease conflict effectively and conflict occurs continuously, the interaction among classmates will be affected. Furthermore, the social status of individuals in the community will be varied with the above situation. Therefore, it is important to study strategies of appeasing conflict on the social interaction of individuals. This study was conducted by the action-research method, which was expected to resolve the peer conflict among preschool children at the library corner with designed activities. The major goals of this study include: 1. to understand the peer interaction and conflict situations among preschool children at the library corner; 2. to design and operate a set of life-education activities for preventing and resolving the conflict among children at the library corner; 3. to enhance the professional knowledge of researchers about coping with children conflict. Research results were listed as the following. 1. The peer interaction and conflict could be understood thoroughly by the analysis of observing children interaction at the library corner and the discussion of corresponding references. 1.1. By observing children practical interaction at the library corner can formulate the activities for increasing the research feasibility. 1.2. The theory and practical observation of peer conflict among preschool children is demonstrated. 2. It is feasible to integrate the life education and regular class-rules into activities for preventing and resolving the conflict among children at the library corner. 2.1. Children could express their personal sensation and care others' feeling as facing the conflict, which was beneficial to resolve the conflict. 2.2. Children learned and applied the concepts of coping with peer conflict in time. a. enhancing the willing of alternatives and sharing. b. learning the reasonable attribution of others' behaviors and forgiinge others' mistakes. c. joining multiple discussion for achieving effective communication. d. practicing the concrete courtesy standard for ameliorating the responding attitude. e. encouraging the expression of heart feeling for resolving the physical conflict. 3. The enhancement of the professional knowledge of researchers about coping with children peer conflict. 3.1. Learning the data collection and integration can improve professional skills to cope with children peer conflict finely. 3.2. Transforming the role of criticizer to that of effective guider is by getting insights into children peer conflict. 3.3. Obtaining the inspiration is by practicing activities of resolving children peer conflict. a. Improving the means of reading picture books will increase learning interests of preschool children. b. Thoughts and behaviors of children will reflect into the imagination scenarios of stories, which can be utilized for discussion. c. The activities involving demonstration can make children gain better understanding of activity purposes. d. The addition of solid examples can lead children speaking and expressing their opinions during the section of extended discussion. e. The design and execution of activities should be involved into abrupt conflict events in time. Keywords: library corner, peer conflict, action-research