유아의 사회적 갈등과 교사의 관리전략에 대한 질적 연구 = A Qualitative Study of Young Children's Conflict and Teacher Management of the Conflict

국문 초록 (Abstract)

본 연구는 유아들의 사회적 관계에 따른 사회적 갈등이 어떠한지 자연적인 상황에서 관찰했다. 또 교사들은 유아들의 갈등에 어떻게 대처하는지도 관찰했다. 유아들의 갈등은 갈등의 이슈, 해결전략 및 결과 등을 바탕으로 패턴(conflict flow)을 보였고 이 패턴은 유아들의 사회적 관계에 따라 다른 모습을 보여였다. 교사는 유아들의 갈등에 개입하여 해결할 때 진단, 확인, 해결전략의 제시라는 절차를 보여주었고 갈등의 해결전략으로 성인중심적인 전략과 더불어 유아에게 갈등의 해결을 맡기는 유아중심적인 전략도 사용하였다.

다국어 초록 (Multilingual Abstract)

This study explores young children's conflict in social relationships and examines teachers strategies for management for that conflict in a naturalistic setting using qualitative inquiry. 28 children were observed for seven months in the two classrooms and on the playground in a University affiliated day care center in central Texas. Five dyads of friendship relations (two boy-boy dyads and three girl-girl dyads) were identified from observation and teacher interview. Conflict flow found in this study, consisted of two types: competing and debating. Young children who were not in friendship relations were more likely engaged in a competing type of conflict flow; in contrast, young children in friendship relations generated more frequently a debating type of conflict flow in their social interactions. Further, young friends showed peaceful strategies in resolving conflict whereas young children in nonfriendship interactions relied frequently on the use of physical power or in asking teachers to resolve the conflict. Teachers in this study used two types of conflict management strategies: adult-directed and child-directed. In contrast to recent studies which found teacher managing strategies used to resolve young children's social conflict, this study found teachers using child-directed strategies as well. Also, teachers in this study demonstrated a management of conflict pattern consisting of diagnosis, verification, and offering resolution.