Research on Strategies for Resolving Peer Conflict in Children's Autonomous Play

Abstract

Autonomous play is a common activity in kindergarten, during which young children often experience various conflicts. If these conflicts are not properly addressed, they can negatively impact children's psychological and social development. Therefore, it is important to explore effective resolution strategies. This study selected children from the senior class of a public kindergarten, referred to as Kindergarten D, as the research subjects to conduct an in-depth investigation into peer conflicts during autonomous play. Through data collection, interview outlines, and case analysis, the study found that differences in teachers' perceptions of conflicts lead to varied guidance approaches for children; the kindergarten lacks scientific environmental design; parents hold diverse understandings of conflicts and employ different parenting styles, while also failing to fully exercise their agency in home-kindergarten collaboration. In response to these findings, the following recommendations are proposed: teachers should enhance their professional competence to better guide children in resolving peer conflicts; classrooms should be designed more scientifically; parents should understand the universality of peer conflicts, avoid excessive intervention or solving problems on behalf of their children, serve as role models, and emphasize the importance of home-kindergarten collaboration; children themselves should improve their cognitive abilities and undergo social skills training.