Conflict between peers in infancy and toddler age: what do they fight about?

Licht, Batya; Simoni, Heidi; Perrig-Chiello, Pasqualina

doi:10.1080/09575140802065458

Cited by 15 publications

(37 citation statements)

References 19 publications

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“…In fact, in line with research conducted in the USA, Australia and elsewhere in Europe, the study indicated that in Italy too conflicts typically involved children of the same gender, especially males during free social play (Ashby & Neilsen-Hewett, 2012;Hartup & Laursen, 1993;NICHD Early Child Care Research Network, 2001). There were a range of origins of the interpersonal conflicts-resource possession, inappropriate social contact or physical harm-as reported by Licht et al (2008). Interpersonal conflict occurred in all of the sessions observed and is confirmed as an element inherent in group interactions (cf.…”

Section: Discussionmentioning

confidence: 53%

“…Interpersonal conflict occurred in all of the sessions observed and is confirmed as an element inherent in group interactions (cf. Licht et al, 2008;Novara, 2010).…”

Section: Discussionmentioning

confidence: 95%

“…Age is a variable that influences the origin and the resolution of the conflict. In toddlers, physical aggression and the acquisition of objects are the main causes of conflict (Ashby & Neilsen-Hewett, 2012;Licht, Simoni, & Perrig-Chiello, 2008). Gender differences are controversial: some studies involving children at different ages have shown that boys were more likely to engage in conflict than girls (Hartup & Laursen, 1993;Sebanc, 2003;Shantz, 1986).…”

Section: Conflicts In Preschoolers' Interactionsmentioning

confidence: 98%

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Educators' Intervention, Communication and Peers' Conflict in Nurseries

Majorano¹,

Corsano²,

Triffoni³

2015

Child Care in Practice

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The aim of the present study is to assess the role of educators' interventions and communications in peer conflicts between preschoolers. Ninety-nine children (47 females and 52 males) aged from zero to three years were observed in seven Italian nurseries during free-play, mealtime and structured activity. Their interactions (verbal and non-verbal behaviour) were video-recorded and transcribed. Event sampling with continuous recording rules was followed and a conflict coding system was used to analyse conflict episodes. Specifically, conflict antecedents, origins, unfolding, resolution, outcomes (solitary play, parallel play and together outcomes) and educators' intervention (direct, indirect or no intervention) were analysed. In addition, educators' communicative functions (tutorial, conversational, didactic, control and asynchronous) were assessed. Fifty-five peer conflicts emerged from analysis of the data, most of them between two males in the older group during free-play. Educators' interventions were associated with a lower frequency of together outcomes and educators' tutorial utterances, and with a higher frequency of educators' control utterances. The study emphasises the importance of a natural resolution of conflict and the role of the educator as a "tutor" with children younger than three years old. It could, therefore, offer useful suggestions to educators, stimulating them to encourage a spontaneous resolution to conflict, and thus to promote children's autonomy. Further research is needed to clarify the influence of other variables, such as friendship relationships, contextual aspects (e.g. composition of the classes, composition of the group) and cultural aspects.

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Section: Discussionmentioning

confidence: 53%

“…Interpersonal conflict occurred in all of the sessions observed and is confirmed as an element inherent in group interactions (cf. Licht et al, 2008;Novara, 2010).…”

Section: Discussionmentioning

confidence: 95%

Section: Conflicts In Preschoolers' Interactionsmentioning

confidence: 98%

See 1 more Smart Citation

Educators' Intervention, Communication and Peers' Conflict in Nurseries

Majorano¹,

Corsano²,

Triffoni³

2015

Child Care in Practice

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“…Extracts from the video-recording were used in visits 2 to 4 during which participants were asked to view and comment on selected excerpts of these infants' social interactions and behaviours taken on the previous visit. This video-stimulus technique has been used in previous studies on peer relationships as it provides the opportunity for educators to comment on what they see occurring within a personally relevant framework (Albers et al, 2007;Brownwell et al, 2006;Degotardi and Davis, 2008;Deynoot-Schaub and Risken-Walraven, 2008;Licht et al, 2008;Williams et al, 2007). Each participant was shown several 3-minute edited video Over the course of 3 weeks, a total number of 37 video excerpts were shown: Jane, 11; Lisa, 13; and Karen, 13.…”

Section: General Procedures and Data Generationmentioning

confidence: 99%

Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Davis

Degotardi

2014

Journal of Early Childhood Research

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This research adopted a qualitative methodology to investigate the reported beliefs and pedagogical practices relating to infant peer relationships held by three early childhood infant educators. Thematic analysis was used to derive commonalties and differences that reflected these educators' views and practices about children's early peer relationships. Results indicate in-depth understandings about children's capacities that did not, however, appear to be translated into their reported practice. This research has implications for planning and programming experiences designed for social interactions, along with the significant role of the early childhood educator in recognising and fostering young children's early peer relationships. Keywordschild care, early childhood education, early childhood pedagogy, educator perspectives, infants, peer relationshipsIn this article, we present the perspectives of three infant educators in regard to how they understood and facilitated the developing social capabilities and peer relationships of infants in their programmes. Children's early peer relationships are a significant predictor of later social and emotional competence and academic success in school (Campbell et al., 2000;Hanish et al., 2007;Howes et al., 1994Howes et al., , 1998Tremblay et al., 2004). Human relationships comprise multiple dimensions including reciprocity, mutuality, social interactions, similarities, expectations, preferences and cooperation which result in notions of friendships and popularity (Hartup and Abecassis, 2002). Yet Hinde (1992) explains that human relationships are formed over time as individuals engage in social exchanges with others over the course of a history of shared interactions and activity. This draws attention to the origins of peer relationships in early childhood and in particular to accounts that children's peer relationships begin in the first year of life and stem from

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“…Clark has been at the forefront of methods of listening through her development of the 'mosaic method', focussing primarily on two, three and four year olds (Clark and Moss 2011). Research on listening to toddlers (12-24 months) and two-year-olds is growing, (see for example Licht et al 2008; Musattie and Mayer 2011; Rechia 2012; Kalliala 2014). Work on pedagogy with infants (under 12 months) is also developing (Harrison and Sumsion 2014) but has not yet addressed how we can we also hear the voices of babies.…”

Section: The Distinctive Contribution Of Tom In Exploring and Illuminmentioning

confidence: 99%

Subtle emotional process in early childhood pedagogy: evaluating the contribution of the Tavistock Observation Method

Elfer

2017

Pedagogy, Culture & Society

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Nursery experience is now common for young children and their families. Questions of quality have focussed mainly on safety and early learning. The roles of subtle emotional processes in daily pedagogic interactions have received surprisingly little attention. This paper discusses the Tavistock Observation Method (TOM), a naturalistic method of observation underpinned by psychoanalytic conceptions and in which emotional experience is an integral part of observation narratives. The paper reports on a detailed evaluation of the use of an adapted version of TOM in nurseries in England and the contribution it can make to empirical exploration of emotional processes. A concurrent sister study will report on the use of ATOM in Australia. The paper concludes that ATOM offers a complementary methodology to existing approaches by which the voices and experiences of babies, young children, and nursery staff can be considered in greater depth and with rigorous attention to subjectivity and social and cultural positioning. Issues in the implementation of the method are discussed.

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Conflict between peers in infancy and toddler age: what do they fight about?

Cited by 15 publications

References 19 publications

Educators' Intervention, Communication and Peers' Conflict in Nurseries

Educators' Intervention, Communication and Peers' Conflict in Nurseries

Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Subtle emotional process in early childhood pedagogy: evaluating the contribution of the Tavistock Observation Method

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