The purpose of this research is to improve the methods of conflict guidance in mixed-age classes of 4~5-year-olds through action research, to find and apply guidance solutions for improving children’s conflict resolution strategies, and to examine changes in teachers and children through the impleme...
The purpose of this research is to improve the methods of conflict guidance in mixed-age classes of 4~5-year-olds through action research, to find and apply guidance solutions for improving children’s conflict resolution strategies, and to examine changes in teachers and children through the implementation process. It aims to improve the methods of teachers intervening in conflict situations among young children, thereby enhancing the educational effectiveness for the children. The research questions set according to the purpose of the research are as follows:
1. What is the process of improving conflict resolution guidance for teachers and children in mixed-age classrooms for 4~5-year-olds?
2. What changes have occurred in teachers and children during the guidance improvement process?
This action research was conducted in a mixed-age classroom for 4~5-year-olds at D Daycare Center located in Daejeon city. The subjects of the research included a teacher who was also the researcher and managed the Raon class, four 4-year-olds, and seven 5-year-olds. The study period was from September 26, 2022, to January 13, 2023. The research started with the teacher’s recognition of the problems in her guidance methods during analyzed conflict situations. The research consisted of recognizing the problems, conducting the first action and evaluation, the second action and evaluation, and the final evaluation. Data were collected through photos, videos, audio recordings, observation records, reflective journals from the teacher, and records from parent and child interviews. Throughout the research, responses from children and the teacher’s interpretations and feelings were recorded, along with any newly discovered insights. The data were then categorized and analyzed according to the research questions.
The results of the research are as follows: The teacher implemented various support measures to improve the methods of managing conflicts in the mixed-age classroom. The teacher was found to have issues in handling conflicts, as the teacher negatively perceived conflicts that arose during play or daily life and didn’t provide the necessary support for children’s social skills development by controlling or blocking conflicts. The teacher felt pressure from parental demands and was emotionally drained due to frequent conflicts among the children, resulting in sensitivity towards these conflicts. This led to a lack of positive interaction with the children. In the first action, the teacher tried to acknowledge the children’s feelings and use positive language to create positive interactions during conflicts. The teacher also experienced emotional influence and found that child-teacher conflicts arose when children who could not regulate their emotions were involved in conflicts. The teacher took a moment to breathe, reflected on the purpose of her guidance, and managed her emotions before guiding the children again. As a result of the first action, the teacher began to perceive the children’s conflicts as opportunities instead of stressors. The teacher was able to resolve conflicts positively through positive guidance after understanding the children’s tendencies and behaviors, and the unexpressed emotions and feelings within the children’s conflicts. Children were able to find solutions to resolve conflicts, and the time to calm their emotions was reduced. However, conflicts still frequently occurred. The problem observed in the first evaluation was that conflicts arose as children couldn’t respect each other’s opinions during play and vented their emotions through non-verbal expressions. Therefore, more specific support was needed for guiding children’s conflicts. In the second action, the teacher created a competition-free classroom, provided individual support for ‘aggressive’ and ‘avoidant’ children. As a result of the second action, by eliminating classroom hierarchies and unnecessary competition, children could fairly resolve conflicts with new rules agreed upon with the teacher. The secondary action results showed that unnecessary competition and hierarchy within the mixed-age classroom were removed, and new rules, made with children through discussion, allowed for fair resolution every time a conflict occurred. Through individual support, the children could share, empathize, and understand their worries within peer relationships. Teachers and children together found and implemented solutions suitable for each child's temperament, improving individual social skills. However, there was no visible change for ‘avoidant’ children due to difficulty in guidance, negatively affected by the child’s temperament and the home environment. The changes shown by teachers and children during the conflict resolution improvement process in the mixed-age classroom are as follows. Firstly, teachers showed positive recognition and guidance regarding the children’s temperament and conflicts and maintained a positive relationship by communicating the guidance process and changes to the parents. Children understood that their feelings and opinions could differ from their friends and showed a communicative attitude, allowing diverse forms of play.
This research seeks and implements various solutions to improve conflict resolution guidance for teachers and children in mixed-age classes of 4~5-year-olds. Through these execution strategies, teachers operating mixed-age classrooms improve their conflict resolution guidance methods, and children improve their peer relationship and conflict resolution skills. Moreover, positive effects are shown in the relationships between children, teachers, and parents. This research is significant as it provides practical support solutions for teachers struggling with guiding and supporting conflicts in mixed-age classrooms in the educational field.
The purpose of this research is to improve the methods of conflict guidance in mixed-age classes of 4~5-year-olds through action research, to find and apply guidance solutions for improving children’s conflict resolution strategies, and to examine changes in teachers and children through the implementation process. It aims to improve the methods of teachers intervening in conflict situations among young children, thereby enhancing the educational effectiveness for the children. The research questions set according to the purpose of the research are as follows:
1. What is the process of improving conflict resolution guidance for teachers and children in mixed-age classrooms for 4~5-year-olds?
2. What changes have occurred in teachers and children during the guidance improvement process?
This action research was conducted in a mixed-age classroom for 4~5-year-olds at D Daycare Center located in Daejeon city. The subjects of the research included a teacher who was also the researcher and managed the Raon class, four 4-year-olds, and seven 5-year-olds. The study period was from September 26, 2022, to January 13, 2023. The research started with the teacher’s recognition of the problems in her guidance methods during analyzed conflict situations. The research consisted of recognizing the problems, conducting the first action and evaluation, the second action and evaluation, and the final evaluation. Data were collected through photos, videos, audio recordings, observation records, reflective journals from the teacher, and records from parent and child interviews. Throughout the research, responses from children and the teacher’s interpretations and feelings were recorded, along with any newly discovered insights. The data were then categorized and analyzed according to the research questions.
The results of the research are as follows: The teacher implemented various support measures to improve the methods of managing conflicts in the mixed-age classroom. The teacher was found to have issues in handling conflicts, as the teacher negatively perceived conflicts that arose during play or daily life and didn’t provide the necessary support for children’s social skills development by controlling or blocking conflicts. The teacher felt pressure from parental demands and was emotionally drained due to frequent conflicts among the children, resulting in sensitivity towards these conflicts. This led to a lack of positive interaction with the children. In the first action, the teacher tried to acknowledge the children’s feelings and use positive language to create positive interactions during conflicts. The teacher also experienced emotional influence and found that child-teacher conflicts arose when children who could not regulate their emotions were involved in conflicts. The teacher took a moment to breathe, reflected on the purpose of her guidance, and managed her emotions before guiding the children again. As a result of the first action, the teacher began to perceive the children’s conflicts as opportunities instead of stressors. The teacher was able to resolve conflicts positively through positive guidance after understanding the children’s tendencies and behaviors, and the unexpressed emotions and feelings within the children’s conflicts. Children were able to find solutions to resolve conflicts, and the time to calm their emotions was reduced. However, conflicts still frequently occurred. The problem observed in the first evaluation was that conflicts arose as children couldn’t respect each other’s opinions during play and vented their emotions through non-verbal expressions. Therefore, more specific support was needed for guiding children’s conflicts. In the second action, the teacher created a competition-free classroom, provided individual support for ‘aggressive’ and ‘avoidant’ children. As a result of the second action, by eliminating classroom hierarchies and unnecessary competition, children could fairly resolve conflicts with new rules agreed upon with the teacher. The secondary action results showed that unnecessary competition and hierarchy within the mixed-age classroom were removed, and new rules, made with children through discussion, allowed for fair resolution every time a conflict occurred. Through individual support, the children could share, empathize, and understand their worries within peer relationships. Teachers and children together found and implemented solutions suitable for each child's temperament, improving individual social skills. However, there was no visible change for ‘avoidant’ children due to difficulty in guidance, negatively affected by the child’s temperament and the home environment. The changes shown by teachers and children during the conflict resolution improvement process in the mixed-age classroom are as follows. Firstly, teachers showed positive recognition and guidance regarding the children’s temperament and conflicts and maintained a positive relationship by communicating the guidance process and changes to the parents. Children understood that their feelings and opinions could differ from their friends and showed a communicative attitude, allowing diverse forms of play.
This research seeks and implements various solutions to improve conflict resolution guidance for teachers and children in mixed-age classes of 4~5-year-olds. Through these execution strategies, teachers operating mixed-age classrooms improve their conflict resolution guidance methods, and children improve their peer relationship and conflict resolution skills. Moreover, positive effects are shown in the relationships between children, teachers, and parents. This research is significant as it provides practical support solutions for teachers struggling with guiding and supporting conflicts in mixed-age classrooms in the educational field.
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