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- Publisher Website: 10.1177/1476718X17705414
- Scopus: eid_2-s2.0-85029917086
- WOS: WOS:000429868700007
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Article: Supporting children to resolve disputes
Title | Supporting children to resolve disputes |
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Authors | |
Keywords | teacher intervention children’s conflict conversation analysis |
Issue Date | 2018 |
Citation | Journal of Early Childhood Research, 2018, v. 16, n. 1, p. 92-103 How to Cite? |
Abstract | © 2017, © The Author(s) 2017. Teacher intervention in children’s disputes most commonly features cessation strategies, despite evidence showing the value of modelling problem-solving behaviours. Existing research has categorized strategies used by teachers in early childhood settings, but in this article we aim to illustrate how these practices are realized. Using the method of conversation analysis, we are able to show how children respond to different interventions, and in particular, how successful modelling of problem solving can be achieved with 4-year-old children. The extracts in this article make a case for the close study of teacher–child interactions and demonstrate how educators can support children to resolve their own disputes. |
Persistent Identifier | http://hdl.handle.net/10722/273606 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 0.632 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Church, Amelia | - |
dc.contributor.author | Mashford-Scott, Angie | - |
dc.contributor.author | Cohrssen, Caroline | - |
dc.date.accessioned | 2019-08-12T09:56:07Z | - |
dc.date.available | 2019-08-12T09:56:07Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Journal of Early Childhood Research, 2018, v. 16, n. 1, p. 92-103 | - |
dc.identifier.issn | 1476-718X | - |
dc.identifier.uri | http://hdl.handle.net/10722/273606 | - |
dc.description.abstract | © 2017, © The Author(s) 2017. Teacher intervention in children’s disputes most commonly features cessation strategies, despite evidence showing the value of modelling problem-solving behaviours. Existing research has categorized strategies used by teachers in early childhood settings, but in this article we aim to illustrate how these practices are realized. Using the method of conversation analysis, we are able to show how children respond to different interventions, and in particular, how successful modelling of problem solving can be achieved with 4-year-old children. The extracts in this article make a case for the close study of teacher–child interactions and demonstrate how educators can support children to resolve their own disputes. | - |
dc.language | eng | - |
dc.relation.ispartof | Journal of Early Childhood Research | - |
dc.subject | teacher intervention | - |
dc.subject | children’s conflict | - |
dc.subject | conversation analysis | - |
dc.title | Supporting children to resolve disputes | - |
dc.type | Article | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.1177/1476718X17705414 | - |
dc.identifier.scopus | eid_2-s2.0-85029917086 | - |
dc.identifier.volume | 16 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 92 | - |
dc.identifier.epage | 103 | - |
dc.identifier.isi | WOS:000429868700007 | - |
dc.identifier.issnl | 1476-718X | - |