Dynamics of preschoolers self-regulation: Viewed through the lens of conflict resolution strategies during peer free -play.
Item
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Title
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Dynamics of preschoolers self-regulation: Viewed through the lens of conflict resolution strategies during peer free -play.
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Identifier
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AAI3241978
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identifier
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3241978
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Creator
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Polnariev, Bernard A.
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Contributor
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Includes supplementary digital materials | Adviser: Anna Stetsenko
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Date
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2006
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Psychology, Social
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Abstract
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The process of self-regulation (SR) qualitatively transforms children's cognitive, social, and emotional capacities. Based on Vygotsky's (1978) theory, it can be argued that SR comes into existence, materializes, and is practiced during play. The main purpose of this study was to further the understanding of preschoolers' SR dynamics during social free-play.;There were three waves of naturalistic observations involving 19 NYC preschoolers during classroom free-play. Several coding schemes were used as markers of group SR. An in depth understanding of group SR was achieved by analyzing the types of conflicts children engaged in, their frequency, and patters of how children resolved these conflicts during social play. Children-in-conflict activity-in-context was the key unit-of-analysis as well as the major result of this investigation.;Advanced play, conflict and conflict resolution strategies during preschool free-play were conceptualized as leading level activities for complex SR. As children engaged in many more complex conflicts over dramatic play and sharing of the play constructs, play became more sophisticated and peer interactions became more collaborative and vice versa. Fantasy play was the most common play level at which conflicts occurred, especially likely so during associative and parallel peer interaction. Comparatively, younger children demonstrated simpler and less social peer play than older children. Almost all of the conflicts revolved around rules and regulations and sharing of play artifacts. Dilemmas over object distribution apparently decreased across time as children's play became more sophisticated. As a frequent conflict issue, play ideas was the topic associated with more advanced play and peer interactions. Younger preschoolers were much more likely to physically harm other children as compared to the older ones. Quite surprisingly, there was complete lack of psychological harm during free-play. Almost all of the conflicts were resolved; children predominantly used prosocial conflict resolution strategies for the observed disputes. An 'expectancy effect' was possibly found with one teacher's perception of individual behavior which was based on sex and age. Moreover, was the realization that SR dynamically changes as a function of the group along with many the momentary contextual variables. A video montage of conflicts during free-play is attached.*.;*This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Windows MediaPlayer or RealPlayer.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
