Children's use of verbal strategies in resolving conflicts<sup>1</sup>

Eisenberg, Ann R.; Garvey, Catherine

doi:10.1080/01638538109544512

Cited by 291 publications

(220 citation statements)

References 13 publications

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“…However, observations made by McWilliam (1999) of pre-schoolers engaged in conflictual and non-conflictual peer exchanges during free play demonstrated that a degree of justificatory dialogue was produced in both contexts. During disputes, the children produced justificatory speech patterns in line with those found by Eisenberg and Garvey (1981). In the non-conflictual context, the most commonly used speech sequence was a 'claim' speech act followed by a general question (such as what, where or when) then a non-justificatory response.…”

Section: Introductionmentioning

confidence: 59%

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Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

McWilliam¹,

Howe

2004

Language and Education

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It has long been acknowledged that justificatory speech is linked with both social and cognitive development. Yet many studies suggest that pre-school children might lack the ability or experience to produce such discourse in routine interaction. In contrast, researchers such as Eisenberg and Garvey (1981) have found evidence of pre-schoolers' justifications in conflictual play contexts. Although this has positive implications for child development, the conflictual context may sit uneasily with parents' and teachers' expectations. It is encouraging therefore that McWilliam (1999) has demonstrated that pre-schoolers can produce justificatory dialogue in both conflictual and nonconflictual situations, even if occurrence in the latter context is less frequent. Based on this, the aim of the present study was to encourage pre-schoolers' production of justificatory discourse during peer exchanges in a non-conflictual context. Twenty-two dyads from a state-run nursery were subject to verbal modelling of either justificatory speech (experimental condition) or a more commonly used alternative (control condition) in daily ten-minute sessions over five consecutive days. All interactions were videorecorded for subsequent coding and analysis. Results showed that both 'why' questions and 'justifications' were significantly higher in the experimental condition, indicating that pre-schoolers' explanatory speech can be effectively enhanced by a cooperative intervention programme.

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Section: Introductionmentioning

confidence: 59%

“…In contrast, Eisenberg and Garvey (1981) demonstrated that pre-school children can effectively use justifications, ask for explanations and give alternatives during dyadic confict in a laboratory playroom. Orsolini (1993: 283) concurred with this finding and stated that within a conflict situation 'justifications are expected moves.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

McWilliam¹,

Howe

2004

Language and Education

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“…Por ejemplo, los trabajos sobre autoestima (HAEUSSLER; MILICIC, 1995), en habilidades sociales (GRESHAM; ELLIOTT, 1984;HUBBARD;COIE, 1994), las competencias asociadas a la inteligencia emocional (BISQUERRA; PÉREZ, 2007;EXTREMERA;FERNÁNDEZ-BERROCAL, 2003;GOLEMAN, 1996) y estudios sobre estrategias de resolución de conflictos GARVEY, 1981;LAURSEN;FINKELSTEIN;TOWNSENDS, 2001). Si bien estos estudios son concluyentes respecto de la importancia de desarrollar competencias socioemocionales en el individuo, modelos actuales enfatizan la necesidad de generar ambientes escolares en los cuales los estudiantes se sientan seguros, valorados y apoyados, ambientes caracterizados por salas de clases cálidas y acogedoras, pero al mismo tiempo desafiantes (HAMM et al, 2011).…”

Section: Introductionunclassified

Aprendizaje socioemocional en estudiantes de quinto y sexto grado: presentación y evaluación de impacto del programa BASE

Milicic

Alcalay

Berger

et al. 2013

Ensaio: aval.pol.públ.Educ.

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ResumenSe presenta el desarrollo y evaluación de impacto de un programa para favorecer el bienestar y aprendizaje socioemocional en estudiantes de quinto y sexto año de enseñanza general básica: el programa BASE. A partir de una revisión teórica del aprendizaje socioemocional se fundamenta el énfasis del programa en el desarrollo de vínculos interpersonales de calidad y el desarrollo de las competencias necesarias para ello, integrando tanto factores a nivel del desarrollo individual como también del contexto que favorece este desarrollo, así como la generación de comunidades sanas y nutritivas. Se utilizó un diseño cuasi-experimental pre-post con grupo control para evaluar el impacto del programa. Los resultados muestran un impacto significativo positivo del programa en la autoestima, integración social, y percepción del clima escolar de los estudiantes que participaron de él en comparación al grupo control. Se discuten los resultados del programa y sus posibles implicancias para el desarrollo de intervenciones en este campo. Palabras clave: Aprendizaje socioemocional. Bienestar. Enseñanza general básica. IntroducciónRecientemente, un estudio que integró la evaluación de más de 200 programas orientados a favorecer el aprendizaje socioemocional en estudiantes escolares (DURLAK et al. 2011) vino a consolidar la ya creciente evidencia sobre el impacto de este tipo de intervenciones tanto para indicadores socioafectivos, como también para indicadores académicos. Este estudio, a través de un trabajo meta-analítico, demostró que los estudiantes que

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“…Given the nature of high-intensity conflicts, children are likely to be particularly focused on negative aspects of the interaction and form negative perceptions of the dispute. In addition, intense negative emotion (O'Brien et al, 1999) and nonconstructive behaviour (Eisenberg & Garvey, 1981) by one child tends to be followed by further negativity from the other child throughout conflict. Therefore, who started the dispute may not be as influential in high-intensity conflicts as in low-intensity conflicts.…”

mentioning

confidence: 99%

“…Researchers have long theorised about the developmental significance of interpersonal conflict with peers (e.g., Piaget, 1932;Shantz & Hobart, 1989), and a large body of research exists regarding children's behavioural, emotional, and socialcognitive reactions to peer conflict (e.g., Eisenberg & Garvey, 1981;Laursen & Hartup, 1989;Murphy & Eisenberg, 2002;Shantz, 1987Shantz, , 1993. Conflict has been defined as mutual opposition between children such that child A does or says something that child B disputes, and then child A responds to child B with counteropposition (Shantz, 1987).…”

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confidence: 99%

The effects of conflict role and intensity on preschoolers’ expectations about peer conflict

David¹,

Murphy²,

Naylor³

et al. 2004

International Journal of Behavioral Development

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Using a puppet procedure depicting hypothetical conflict involving the participant and a peer, 96 preschoolers' (48 boys and 48 girls; M ¼ 5.14 years, SD ¼ 0.78 years) expectations about peer conflict were assessed as a function of their role in the conflict (i.e., initiator of or responder to initial provocation) and the intensity level of the conflict. Initiators of conflict expected less conflict escalation and subsequent problems with the same peer from the conflict than did responders, particularly following low-intensity conflict. Findings also indicated that, for low-intensity but not high-intensity conflict, girls expected the same peer to provoke them during a subsequent interaction more often than did boys. Results provide further support for assessing preschoolers' understanding of conflict and are consistent with previous work demonstrating a self-serving bias in young children's perceptions and reports of their conflicts with other children. Moreover, findings are discussed in terms of their implications for the development of peer relations.

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Children's use of verbal strategies in resolving conflicts¹

Cited by 291 publications

References 13 publications

Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

Aprendizaje socioemocional en estudiantes de quinto y sexto grado: presentación y evaluación de impacto del programa BASE

The effects of conflict role and intensity on preschoolers’ expectations about peer conflict

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Children's use of verbal strategies in resolving conflicts1

Cited by 291 publications

References 13 publications

Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

Aprendizaje socioemocional en estudiantes de quinto y sexto grado: presentación y evaluación de impacto del programa BASE

The effects of conflict role and intensity on preschoolers’ expectations about peer conflict

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Resources

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Children's use of verbal strategies in resolving conflicts¹