CONFLICT STRATEGIES AND RESOLUTIONS - PEER CONFLICT IN AN INTEGRATED EARLY-CHILDHOOD CLASSROOM

The purpose of this study was to examine and describe the peer conflic ts of nine typically developing children and eight children with disab ilities in an integrated preschool. A number of conflict constructs we re examined including goals, oppositions, strategies, and outcomes. As part of a comprehensive ethnography of the classroom, data were colle cted through the use of field notes and videotaping. These data were g athered to develop categories surrounding the conflicts that emerged i n the integrated classroom. Results indicated that: (a) children with disabilities were in more conflicts than typically developing children , (b) conflicts were more likely to occur between children with disabi lities than between typically developing children, (c) the majority of conflicts involved a teacher intervention, and (d) the most frequent outcomes resulted in a win-lose situation where children separated. Th e findings demonstrate the need for active teacher involvement when ch ildren with disabilities participate in conflicts in integrated early childhood classrooms.