幼儿解决同伴冲突的社会适应性发展研究外文翻译资料

幼儿解决同伴冲突的社会适应性发展研究

原文作者：Spivak, Asha L.

单位 Peabody Research Institute, Vanderbilt University

摘要： 幼儿如何与同伴协商冲突，从而在冲突后实现互利解决和和平互动？一些研究表明，当儿童在冲突中使用和解策略时，社会适应的结果更有可能实现。本研究探讨了儿童和解冲突解决策略类型（即亲社会、依从性、解决方案导向和口头澄清/道歉）与冲突结果之间的相关关系，以帮助了解可能对冲突解决培训有显著影响的离散行为。社会适应性冲突结果预计将与儿童的亲社会解决策略以及鼓励亲社会行为或同情心的教师或同伴干预措施密切相关。通过对107名不同种族/种族和社会经济背景的4至7岁儿童的实地观察，收集了样本冲突（n=521）。基于自举推理的逻辑回归分析表明，在控制相关协变量时，儿童冲突中的亲社会行为与互利解决和冲突后和平互动密切相关。其他和解策略在与社会适应结果的关系上各不相同。关于鼓励亲社会性或同理心的第三方干预的假设由于不经常发生而无法得到检验。对未来儿童社会适应性冲突谈判的研究进行了展望。

关键词：冲突； 亲社会 ； 社会相互作用的行为

虽然儿童的争吵通常被视为具有破坏性和干预，不同的发展报告强调同伴冲突为儿童社会学情绪和认知能力的发展提供了机会。儿童可以通过冲突及其解决学习透视、批判性思维和关系维护等技能(Johnson amp; Johnson, [ 20] ; Selman, [ 39] ; Shantz amp; Hartup, [ 42] ）。同样，实证研究表明，儿童解决与同龄人冲突的能力与适应性发展的指数有关，如社会理解(Borbely, Graber, Nichols, Brooks‐Gunn, amp; Botvin, [ 6] )和同伴关系的质量 (Rose amp; Asher, [ 35] )

但是，冲突中的消极策略，可能会使正在进行的交流脱轨，破坏同伴关系，并使孩子面临与同伴发生问题的风险（(Killen amp; de Waal, [ 23] ; Perry, Perry, amp; Kennedy, [ 34] )。值得注意的是，一项分析表明，与谈判相比，儿童更容易通过强迫来解决冲突(Laursen, Finkelstein, amp; Betts, [ 25] )。鉴于与同龄人的互动和关系质量可能会产生重大的发展后果(Rubin, Bukowski, amp; Parker, [ 36] )，阐明儿童如何以支持积极关系结果的方式处理冲突是很重要的。

本研究探讨了幼儿如何协商同伴冲突的社会适应结果的动力学。接下来是对同伴冲突和冲突解决的研究和理论的简要回顾，以及对研究问题和假设的支持。

一、儿童冲突的经验背景

二元冲突是指一个人口头或身体上的抗议、反对、抵制或报复另一个人的行为，而另一个人则反过来回应反对。冲突通常被概念化为具有不同特征的叙述场景，包括冲突和反对的开始、冲突解决策略和结果。对于学龄前儿童来说，关于财产的争议似乎最为常见，但也有许多其他问题引发了冲突(Hay, [ 15] )。为了解决冲突，孩子们使用一系列策略，有时还使用多种策略(Joshi, [ 21] )，包括强迫、避让和妥协。值得注意的是，儿童用来解决冲突的策略在预测儿童如何结束冲突方面比冲突的根源或最初的行为本身表现得更好(Johnson amp; Johnson, [ 20] )。

同伴冲突的结果产生于未解决的情况、不平等的解决方案或互利的解决方案。 (Shantz, [ 41] ; Wilson, [ 51] )。根据冲突后儿童是否参与和平互动，还对冲突结果进行了分类 (Sackin amp; Thelen, [ 37] ; Verbeek amp; de Waal, [ 48] )。最常见的情况是，儿童冲突的结果是不平等的，涉及到冲突伙伴的分离(Sackin amp; Thelen, [ 37] ; Shantz, [ 41] )。

二、和解的战略

正如一些研究所建议的，被归类为和解的策略，如友好的提议、言语澄清、道歉、默许、玩耍邀请和亲社会行为，帮助儿童达到支持其积极相互关系的冲突结果。Ljungberg、Westlund和Foresberg（[28]）发现，当儿童使用和解策略时，社交游戏更有可能恢复，冲突后的攻击行为更有可能减少。Butovskaya、Verbeek、Ljungberg和Lunardini [7]、Sackin和 Thelen（[37]）、Verbeek and De Waal([48]）发现和解策略增加了冲突后儿童继续和平互动的可能性。其他研究发现，朋友与非朋友之间的冲突涉及更多的和解策略，这表明对和解策略的更大依赖保留了同伴之间的互动和关系(Verbeek, Hartup, amp; Collins, [ 49] )。

确定离散的行为，让孩子们能够创造出他们自己适应冲突解决的方法，可以为教育者的可教时刻提供指导，并为改善学校和其他群体环境中的冲突解决培训实践和计划提供见解。然而，在以前的研究中，被归类为和解策略的各种策略不允许识别与同伴争端的适应性结果密切相关的特定和解行为。本研究将行为类型与更具包容性的和解策略分类，以检验不同类型和解策略对

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Dynamics of Young Childrens Socially AdaptiveResolutions of Peer Conflict.

原文作者 Spivak, Asha L.

单位 Peabody Research Institute, Vanderbilt University

摘要：How do young children negotiate conflicts with peers that result in mutually beneficial resolution and peaceful interaction after conflict? A few studies suggest that when children use conciliatory strategies in conflict, socially adaptive outcomes are more likely to be achieved. The present study explores the relative associations of types of childrens conciliatory conflict resolution strategies (i.e., prosocial, compliance‐oriented, solution‐oriented, and verbal clarification/apology) with conflict outcomes to contribute to knowledge of the discrete behaviors that might have salience for conflict resolution training. Sociallyadaptive conflict outcomes were expected to strongly relate to childrens resolution strategies of a prosocial nature as well as to teacher or peer interventions encouraging prosocial behavior or empathy. Sampled conflicts (Nthinsp;=thinsp;521) were collected through field observations of 107 ethnically/racially and socioeconomically diverse four‐ to seven‐year‐old children. Logistic regression analyses with bootstrap‐based inference suggested that childrens prosocial behaviors in conflict were most strongly tied to mutually beneficial resolution and peaceful postconflict interaction, when controlling for relevant covariates. Other conciliatory strategies varied in their association with socially adaptive outcomes. The hypothesis regarding third‐party interventions encouraging prosociability or empathy could not be examined due to infrequent occurrence. Insights for future research on childrenssocially adaptive conflict negotiations are discussed.

conflict; prosocial behavior; social interaction

Although childrens quarrels are commonly viewed as destructive and warranting intervention, different developmental accounts emphasize that peer conflicts provide natural opportunities for children to develop socioemotional and cognitive competencies. Perspective‐taking, critical thinking, and relationship maintenance are among the skills children are thought to be learning through conflict and its resolution (Johnson amp; Johnson, [ 20] ; Selman, [ 39] ; Shantz amp; Hartup, [ 42] ). Similarly, empirical studies suggest that childrens ability to resolve conflict with peers constructively is associated with indices of adaptive development such as social understanding (Borbely, Graber, Nichols, Brooks‐Gunn, amp; Botvin, [ 6] ) and peer relationship quality (Rose amp; Asher, [ 35] ).

Negative tactics in conflict, however, may derail ongoing exchanges, damage peer relationships, and place children at risk for problems with peers (Killen amp; de Waal, [ 23] ; Perry, Perry, amp; Kennedy, [ 34] ). Significantly, a meta‐analysis indicates that children resolve conflicts more frequently with coercion than negotiation (Laursen, Finkelstein, amp; Betts, [ 25] ). Given that the quality of interactions and relationships with peers may have significant developmental consequences (Rubin, Bukowski, amp; Parker, [ 36] ), it is important to clarify how children navigate conflicts in ways that support positive relational outcomes.

The present study explores dynamics of how young children negotiate socially adaptive outcomes of peer conflict. What follows is a brief review of the research and theory on peerconflict and conflict resolution and support for study questions and hypotheses.

Empirical Background on Childrens Conflict

Dyadic conflict describes an event in which an individual verbally or physically protests, opposes, resists, or retaliates the actions of another individual who responds in turn with counter‐opposition. Conflicts are typically conceptualized as narrative scenarios with distinct features including the initiation of conflict and opposition, conflict resolution strategies, and the outcome. For preschool age children, disputes over possessions appear most common, but there are many other issues that begin conflicts (Hay, [ 15] ). To resolve conflict, children use an array of strategies, and sometimes multiple strategies, (Joshi, [ 21] ) including coercion, avoidance, and compromise. Significantly, the strategies that children use to resolve conflict appear better at predicting how children end conflict than either the source of the conflict or the initiating behaviors, per se (Johnson amp; Johnson, [ 20] ).

Outcomes of peer conflict arise as unresolved situations, unequal resolutions, or mutually beneficial solutions (Shantz, [ 41] ; Wilson, [ 51] ). Conflict outcomes have also been categorized in terms of whether or not children engage in peaceful interaction following conflict (Sackin amp; Thelen, [ 37] ; Verbeek amp; de Waal, [ 48] ). Most frequently, outcomes of childrens conflict are unequal and involve separation of conflict partners (Sackin amp; Thelen, [ 37] ; Shantz, [ 41] ).

Conciliatory Strategies

As suggested by a few studies, strategies classified as conciliatory such as friendly overtures, verbal clarifications, apologies, acquiescence, play invitations, and prosocial behaviors help children achieve conflict outcomes that support their positive interrelations. Ljungberg, Westlund, and Foresberg ([ 28] ) found that when children used conciliatory strategies, social play was more likely to resume and postconflict aggressive behavior was more likely to decrease. Butovskaya, Verbeek, Ljungberg, and Lunardini ([ 7] ), Sackin and Thelen ([ 37] ), and Verbeek and de Waal ([ 48] ) found that conciliatory strategies increase the likelihood that children continue peaceful interaction after conflict. Other studies have found that conflict among fr

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