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Early Education and Development Volume 18, 2007 - Issue 4
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Original Articles

Labeling, Affect, and Teachers' Hypothetical Approaches to Conflict Resolution: An Exploratory Study

Carrie Silver Psychology Department, Suffolk University
&
Debra Harkins Psychology Department, Suffolk University
Pages 625-645 | Published online: 05 Dec 2007

Citations (7)

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Read on this site (4)

Linda Clarke, Tara W. McLaughlin & Karyn Aspden. (2019) Promoting learning during toddlers’ peer conflicts: teachers’ perspectives. Early Years 39:4, pages 426-440.
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Jane M. Ayers, Lacy E. Krueger & Beth A. Jones. (2015) Effects of Labeling and Teacher Certification Type on Recall and Conflict Resolution. The Journal of Educational Research 108:6, pages 435-448.
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Marinella Majorano, Paola Corsano & Giulia Triffoni. (2015) Educators' Intervention, Communication and Peers' Conflict in Nurseries. Child Care in Practice 21:2, pages 98-113.
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Lissy R. Gloeckler, Jennifer M. Cassell & Amy J. Malkus. (2014) An analysis of teacher practices with toddlers during social conflicts. Early Child Development and Care 184:5, pages 749-765.
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Articles from other publishers (3)

Maureen J. Myrtil, Tzu-Jung Lin, Jing Chen, Kelly M. Purtell, Laura Justice, Jessica Logan & Allie Hamilton. (2021) Pros and (con)flict: Using head-mounted cameras to identify teachers’ roles in intervening in conflict among preschool children. Early Childhood Research Quarterly 55, pages 230-241.
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Pamela W. Garner, Laurence K. Moses & Badiyyah Waajid. (2013) PROSPECTIVE TEACHERS' AWARENESS AND EXPRESSION OF EMOTIONS: ASSOCIATIONS WITH PROPOSED STRATEGIES FOR BEHAVIORAL MANAGEMENT IN THE CLASSROOM. Psychology in the Schools 50:5, pages 471-488.
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Jolyn Blank & Jenifer Jasinski Schneider. (2011) ‘Use Your Words:’ Reconsidering the Language of Conflict in the Early Years. Contemporary Issues in Early Childhood 12:3, pages 198-211.
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