Teaching toddlers to solve social problems : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatū, Aotearoa New Zealand
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Date
2016
Open Access Location
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Publisher
Massey University
Abstract
Toddlers’ peer conflicts, common in early learning centres, have the potential to be
powerful learning events, however, the quality of learning is often dependent on how
teachers respond. There is a paucity of research that explores how teachers can
promote toddlers’ learning within the context of toddlers’ peer conflicts, especially in
Aotearoa New Zealand. Prompted by this deficiency, this study explored teachers’ selfreports
of their roles, their teaching practices and the conditions that influence and,
specifically support, teachers’ responses to toddlers’ peer conflicts, within the contexts
of four early learning settings. The study used a mixed methods approach, with focus
group interviews and a web-based questionnaire, to explore the perspectives of 31
toddler teachers. Findings suggest that the key teaching roles were to: protect
toddlers, physically and emotionally; advocate for toddlers without judgment; and to
role model and coach social-emotional skills. Through these roles, and by utilising
conflicts as teaching and learning opportunities, teachers’ intentions were to empower
toddlers and teach them social-emotional skills that they might later use
independently. In this context, teachers’ professional decisions regarding how and
when to intervene in toddlers’ peer conflicts were made in response to concerns for
toddlers’ safety, both physical and emotional, and were guided by teachers’
knowledge of, and relationships with, the toddlers involved. Results suggest that
effective teaching practices were supported by: positive, responsive relationships;
teachers’ in-depth knowledge of toddlers and toddlerhood; professional learning;
perspectives of toddlers as learners and of conflicts as learning events; teachers’
emotional awareness; and the desire to maintain toddlers’ dignity, esteem and mana.
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Keywords
Social skills, Study and teaching (Preschool), Toddlers, Education (Preschool), Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education