“Stop Fighting!” Third-Party Peer Intervention and Preschoolers’ Conflict Resolution

• In Event: New Developments in Conflict Resolution

Abstract

Research on preschoolers intervening as third party has mostly been conducted as a byproduct of conflict resolution. This study investigated the characteristics of intervention by preschoolers and the strategies they used to resolve conflict between their peers. Through naturalistic observation in Head Start classrooms, 10 preschool children diffused 9 conflicts between their peers. Girls were more likely to intervene in conflicts than boys, and older children intervened more than younger children. Intervention strategies included involving an authority, mediation, arbitration, model reconciliation and rule enforcement. After peer intervention, conflicting pairs were more likely to stay together. Implications for theory and future research are discussed.

Authors

• Megan C. Fedor, Michigan State University

• Barbara Thelamour, Michigan State University

• Cary J. Roseth, Michigan State University