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Effectiveness of Peer Conflict Resolution Strategies in an Inclusive Preschool Unit – A Systematic Review
Abstract
Introduction: The preschool stage is a time when children have many opportunities to develop their social skills and deeper comprehension thereof. The occurrence of peer conflicts is typical during this time, which, when properly resolved, can provide a developmental boost to children’s cognitive and social-emotional competencies. Intentional instruction by the teacher to support peer interactions increases children’s skills in this area. Children with disabilities who have lower social-emotional competencies, and, thus, perform less adeptly in conflict situations, may need special support. This is due to their difficulties in naming and understanding emotions, as well as reading the intentions of peers. The use of effective conflict resolution strategies by teachers can significantly affect the development of peer relationships and the process of integrating these children into the group.
Research Aim: The purpose of this article is to analyse the effectiveness of peer conflict resolution strategies in an inclusive preschool unit.
Research Method: A systematic review of scientific articles from Web of Science, Scopus, EBSCO, and Google Scholar for the years 2000–2024 was conducted using the PRISMA scheme. Nine full-text articles meeting all inclusion and exclusion criteria were analysed.
Results: The results indicate that the most effective programmes were those that developed the social skills of children with disabilities. Only two articles reported the effect size, in one study the effect was large while in the other, small, with the result being inconclusive.
Conclusions: The review indicates the need for further in-depth research, meeting high methodological standards, in this area, with a particular focus on the effectiveness of peer conflict resolution strategies implemented in preschool inclusion units.
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DOI: http://dx.doi.org/10.17951/lrp.2024.43.3.191-208
Date of publication: 2024-12-31 15:40:14
Date of submission: 2024-06-24 16:04:50
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