TBU Publications
Repository of TBU Publications

Preschool teacher strategies for solving conflict situations among children

DSpace Repository

Show simple item record

dc.title Preschool teacher strategies for solving conflict situations among children en
dc.contributor.author Wiegerová, Adriana
dc.contributor.author Navrátilová, Hana
dc.relation.ispartof VIII International Conference on Intercultural Education and International Conference on Transcultural Health: The Value of Education and Health for a Global, Transcultural World (EDUHEM 2018)
dc.identifier.issn 2357-1330 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2019
utb.relation.volume 60
dc.citation.spage 777
dc.citation.epage 784
dc.event.title 8th International Conference on Intercultural Education / International Conference on Transcultural Health (EDUHEM)
dc.event.location Almeria
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2018-06-20
dc.event.edate 2018-06-22
dc.type conferenceObject
dc.language.iso en
dc.publisher Future Acad
dc.identifier.doi 10.15405/epsbs.2019.04.02.96
dc.relation.uri https://www.europeanproceedings.com/files/data/article/85/5334/article_85_5334_pdf_100.pdf
dc.subject conflict situation en
dc.subject preschool teacher's strategy en
dc.subject social skills en
dc.description.abstract This study focuses on interaction of a teacher and a child in kindergarten in the situations that we can perceive as conflicting communication among children in preschool environment. For the purpose of this study, we consider a situation to be perceived as conflicting when two or more children have a misunderstanding caused by the non-conformance of their interests in the kindergarten class. The aim of qualitatively oriented research is to find out how the teachers perceive a conflict, what situations they describe and how they choose strategies in these situations. The data was obtained through participatory observation in four different classes of kindergarten, with six teachers of these classes who also underwent an in-depth interview. The transcripts passed then through the open encoding and category creation. The results show that only some teachers include the child's view of the situation in their strategy; their decisions are mainly based on the assumed social skills of children, where active participation in the solution of the situation is expected from children over 5 years of age. A frequent case is the "no discussion" teacher's strategy, when the conflict situation is solved only by teacher's own decided interference thus the children remain in a passive role. (C) 2019 Published by Future Academy ww.FutureAcademy.org .UK en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009894
utb.identifier.obdid 43879394
utb.identifier.wok 000560409700095
utb.source S-wok
dc.date.accessioned 2020-09-15T13:41:18Z
dc.date.available 2020-09-15T13:41:18Z
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Wiegerová, Adriana
utb.contributor.internalauthor Navrátilová, Hana
utb.fulltext.affiliation Adriana Wiegerová (a), Hana Navrátilová (a)* (a) Tomas Bata University in Zlín, Faculty of Humanities, Czech Republic * Corresponding author Email: hnavratilova@utb.cz
utb.fulltext.dates -
utb.wos.affiliation [Wiegerova, Adriana; Navratilova, Hana] Tomas Bata Univ Zlin, Fac Humanities, Zlin, Czech Republic
utb.fulltext.faculty Faculty of Humanities
Find Full text

Files in this item

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 International Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International