Conflict Resolution in a Preschool Constructivist Classroom: A Case Study in Negotiation

Abstract

The purpose of this study was to document a child's development of conflict resolution skills when a peer problem-solving model was used in a constructivist-designed classroom. At a laboratory preschool in an upper middle-class community, a 4-year, 11-month-old male, Stephen, was observed through audio- and videotaping 3 times weekly for 9 months by his preschool teacher. Findings revealed that Stephen progressed from a power assertion style of conflict resolution to a more sophisticated form of negotiation. Although only suggestive, this research supports current thinking that young children will engage in more developmentally advanced conflict resolution strategies when provided with opportunities to practice these skills. The emphasis that constructivist-oriented classrooms place on fostering more autonomous moral development is discussed.