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A Case Study of Kindergarten Teachers' Involvement in Three Years Old Children's Peer Conflicts

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Title: A Case Study of Kindergarten Teachers' Involvement in Three Years Old Children's Peer Conflicts
Language: English
Authors: Javzandulam Batsaikhan, Nian Niannian
Source: Southeast Asia Early Childhood. 2025 14(2):22-35.
Availability: National Child Development Research Centre. Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. e-mail: ncdrc@upsi.edu.my; Web site: https://ejournal.upsi.edu.my/index.php/SAECJ/Home
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Teacher Role, Preschool Children, Peer Relationship, Conflict, Classroom Techniques, Intervention, Class Size, Curriculum, Teacher Student Relationship, Parent Participation, Teacher Collaboration, Teacher Characteristics, Teacher Attitudes, Foreign Countries, Conflict Resolution
Geographic Terms: China
ISSN: 2821-3149
Abstract: The objective of this study was to investigate how kindergarten teachers respond to peer conflicts among 3-yearolds, with the aim of identifying common patterns and distinguishing features in their interventions. The age of three is a unique transitional period when young children begin attending kindergarten as their first social setting. The study was conducted in Hangzhou in China, using a case study methodology and involved ten teachers from eight different kindergarten settings and 157 three-year old children in eight classes. The 120-observed record identified 214 peer conflicts, 54% of which were caused by object and space disputes; 18% by physical collisions; 16% by verbal disputes among young children; 12% by violations of disciplines and rules. Participating kindergarten teachers' approaches for resolving peer conflicts illustrated in the case study included (1) perfunctory response; (2) simple suppression; (3) authoritative determinations; (4) scientific guidance; and (5) objective factors influencing teachers' involvement (e.g., teacher children ratio; child characteristics; teacher child relationship; parent understanding and support; classroom management; inspection; co-teacher cooperation. Class size, curriculum, teacher-child connections, parental support, and teacher collaboration are some of the objective elements that affect kindergarten teacher participation, as are the professional attributes of teachers and their perspectives on education and children. Practical recommendations for kindergarten teachers' involvement in peer conflict among young children were given based on the research findings.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490226
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Case Study of Kindergarten Teachers' Involvement in Three Years Old Children's Peer Conflicts
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  Data: <searchLink fieldCode="AR" term="%22Javzandulam+Batsaikhan%22">Javzandulam Batsaikhan</searchLink><br /><searchLink fieldCode="AR" term="%22Nian+Niannian%22">Nian Niannian</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Southeast+Asia+Early+Childhood%22"><i>Southeast Asia Early Childhood</i></searchLink>. 2025 14(2):22-35.
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  Data: National Child Development Research Centre. Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. e-mail: ncdrc@upsi.edu.my; Web site: https://ejournal.upsi.edu.my/index.php/SAECJ/Home
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  Data: Y
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+Resolution%22">Conflict Resolution</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 2821-3149
– Name: Abstract
  Label: Abstract
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  Data: The objective of this study was to investigate how kindergarten teachers respond to peer conflicts among 3-yearolds, with the aim of identifying common patterns and distinguishing features in their interventions. The age of three is a unique transitional period when young children begin attending kindergarten as their first social setting. The study was conducted in Hangzhou in China, using a case study methodology and involved ten teachers from eight different kindergarten settings and 157 three-year old children in eight classes. The 120-observed record identified 214 peer conflicts, 54% of which were caused by object and space disputes; 18% by physical collisions; 16% by verbal disputes among young children; 12% by violations of disciplines and rules. Participating kindergarten teachers' approaches for resolving peer conflicts illustrated in the case study included (1) perfunctory response; (2) simple suppression; (3) authoritative determinations; (4) scientific guidance; and (5) objective factors influencing teachers' involvement (e.g., teacher children ratio; child characteristics; teacher child relationship; parent understanding and support; classroom management; inspection; co-teacher cooperation. Class size, curriculum, teacher-child connections, parental support, and teacher collaboration are some of the objective elements that affect kindergarten teacher participation, as are the professional attributes of teachers and their perspectives on education and children. Practical recommendations for kindergarten teachers' involvement in peer conflict among young children were given based on the research findings.
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  Data: 2025
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  Data: EJ1490226
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      – Text: English
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        PageCount: 14
        StartPage: 22
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Role
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      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Peer Relationship
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      – SubjectFull: Conflict
        Type: general
      – SubjectFull: Classroom Techniques
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Class Size
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Parent Participation
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Conflict Resolution
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      – SubjectFull: China
        Type: general
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      – TitleFull: A Case Study of Kindergarten Teachers' Involvement in Three Years Old Children's Peer Conflicts
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            NameFull: Nian Niannian
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