Promoting Learning during Toddlers' Peer Conflicts: Teachers' Perspectives

Autor/inn/en	Clarke, Linda; McLaughlin, Tara W.; Aspden, Karyn
Titel	Promoting Learning during Toddlers' Peer Conflicts: Teachers' Perspectives
Quelle	In: Early Years: An International Journal of Research and Development, 39 (2019) 4, S.426-440 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2017.1384919
Schlagwörter	Learning Processes; Toddlers; Preschool Education; Preschool Teachers; Conflict; Emotional Development; Social Development; Decision Making; Teacher Attitudes; Skill Development; Perspective Taking; Teaching Methods; Teacher Role; Advocacy; Role Models; Coaching (Performance); Safety; Educational Practices; Foreign Countries; Child Development; New Zealand + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Infant; Infants; Toddler; Kleinkind; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Konflikt; Gefühlsbildung; Soziale Entwicklung; Decision-making; Entscheidungsfindung; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Zukunftsperspektive; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Sozialanwaltschaft; Identifikationsfigur; Sicherheit; Bildungspraxis; Ausland; Kindesentwicklung; Neuseeland
Abstract	Toddlers' peer conflicts offer meaningful opportunities for toddlers to learn social-emotional skills, including learning to understand another's perspective and learning how to regulate emotions. This study explored 31 teachers' self-reports of their roles, teaching practices and the conditions that influenced their pedagogical responses to toddlers' peer conflicts, within the contexts of four early childhood education services in Aotearoa New Zealand. In a mixed-methods study design, data were gathered through focus group interviews and a web-based questionnaire, and analysed using descriptive statistics and thematic analysis. Teachers saw their key teaching roles as: protecting toddlers, physically and emotionally; advocating for toddlers without prejudicial judgement; and role modelling and coaching social-emotional skills. Teachers described using an array of practices intended to empower toddlers to learn and reported that professional decisions regarding if, when and how to intervene in toddlers' peer conflicts were guided by their knowledge of, and relationships with, the toddlers involved, and by concerns for toddlers' physical and emotional safety. Findings highlight key practices and considerations for teachers who would like to promote learning for toddlers in the context of peer conflicts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01