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121031s2001 miu fs 000 0 eng d |
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|a9780493117270
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|a(UMI)AAI3002897
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|aUMI|beng|cUMI|dTMUE|eaacr
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100 |
1
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|aKeasal, Carolyn Louella Horn.
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245 |
10
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|a"I didn't lie! I changed my mind.": A case study of interpersonal conflict in a kindergarten classroom.|h[electronic resource]
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260 |
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|aAnn Arbor, Mich :|bUMI,|c2001.
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300 |
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|a195 p.
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500 |
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|aSource: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0073.
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500 |
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|aDirector: Janet B. Taylor.
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|aThesis (Ph.D.)--Auburn University, 2001.
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|aThis qualitative case study was designed to examine children's naturally occurring conflicts within a constructivist kindergarten classroom. The theoretical framework for the study was based on Piaget's cognitive-developmental theory. Conflict is an essential factor in Piaget's theory of development in that it creates the disequilibrium necessary for cognitive growth. Conflict can occur within the thinking of a child (intrapersonal) and between two people (interpersonal). According to Piaget, the social coordination of conflicting ideas in peer interaction can advance cognitive development.
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520 |
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|aThe data in this study were gathered over the span of a school year in a rural kindergarten classroom. The researcher observed children's naturally occurring behavior within the classroom context. The data consisted of field notes, videotapes and audiotapes of peer interactions, sociometric and informal interviews of the participants, structured and unstructured interviews of the teacher, and other relevant documents such as teacher and parent letters and the report cards of the children. The project was narrowed to a case study of one child, Madelyn, who was involved in most of the conflicts found in the data.
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520 |
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|aThe study revealed patterns of conflict present in Madelyn's interactions with others in the classroom. Conflict was found to be fluid in nature. This fluidity was expressed in the building and defining of relationships, the use of historical phrases, and the use of strategies to work toward the resolution of conflict. A second pattern noted in the data was the presence of conflict in pretend play. This pattern was identified as occurring both in play and metaplay (communication about the play). Some thematic play was found to be inherently conflictual from its onset and conflict in play was found to help Madelyn build and define interpersonal relationships. A third pattern which emerged revealed that Madelyn issued directives and stated rules as she attempted to structure her interactions so that she could experience power and control over her environment, making it more predictable. Conflict was found to be beneficial in helping Madelyn consider others' perspectives, build and maintain relationships, and develop a sense of self-efficacy. Findings showed that the constructivist classroom atmosphere seemed to foster Madelyn's social development over the course of her kindergarten year.
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590 |
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|aSchool code: 0012.
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650 |
4
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|aEducation, Early Childhood.
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650 |
4
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|aEducation, Elementary.
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650 |
4
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|aPsychology, Developmental.
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650 |
4
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|aEducation, Curriculum and Instruction.
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710 |
2
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|aAuburn University.
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773 |
0
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|tDissertation Abstracts International|g62-01A.
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790 |
10
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|aTaylor, Janet B.,|eadvisor
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856 |
40
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|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3002897
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