EVALUATION OF CONFLICT MANAGEMENT AND RESOLUTION STRATEGIES IN PRESCHOOL PLAY: INSIGHTS FROM KINDERGARTEN TEACHERS

Abstract

Preschool age is a period characterized by play, during which children learn social rules, interact with others, communicate, and coexist with peers. Conflicts and disputes that arise among children during play constitute a natural and integral part of everyday life in kindergarten. However, children often display inappropriate behaviors in their play due to underdeveloped social skills, thus being unable to resolve their disputes effectively. Since children’s conflict-resolution abilities are not yet well developed at this age, the role of the kindergarten teacher is considered particularly important in the effective management of such conflicts within the kindergarten setting. What practices, then, do kindergarten teachers follow in order to manage children’s disputes during play? What is the role of the teacher when a conflict emerges between children? The present study seeks to investigate and evaluate the ways in which kindergarten teachers handle and address children’s conflicts during play within the kindergarten setting. The sample of the study consisted of 25 kindergarten teachers who served during the 2024–2025 school year in public kindergartens in the Region of Crete. The main research tool chosen for recording teachers’ views was the semi-structured interview. The findings indicated that most conflicts occur during free play among children, with the primary cause being children’s reluctance to share toys. Regarding the most effective method of conflict management, whole-class dialogue emerged as the preferred approach.