Preschool teachers’ perceptions about conflict resolution, autonomy, and the group in four countries: United states, colombia, el salvador, and taiwan

Early Education and Development

Volumn 11, Issue 1, 2000, Pages 73-92

  Killen, Melanie ^a   Ardila Rey, Alicia ^a   Barakkatz, Marlene ^a   Wang, Pei Lin ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b Taipei Municipal Teachers College   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 43649093323     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1101_5     Document Type: Article

References (24)

1. Aboud, F. (1992). Conflict and group relations. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in child and adolescent development (pp. 356-379). Cambridge, England: Cambridge University Press.
2. Ardila-Rey, A., & Killen, M. (in press). Middle-class Colombian children’s evaluations of personal, moral, and social-conventional interactions in the classroom. International Journal of Behavioral Development
3. Bredekamp, S. (1987). Developmentally appropriate practice in early childhood education programs serving children from birth through age 8. National Association for the Education of Young Children: Washington, D.C.
4. Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self determination in human behavior. New York: Plenum.
5. DeVries, R., & Zan, B. (1994). Moral classrooms, moral children. New York: Teachers College Press.
6. Grusec, J. & Goodnow, J. (1994). Impact of parental discipline methods on the child’s internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30, 4-19.
7. Kamii, C. (1984). Obedience is not enough. Young Children, 11-14.
8. Killen, M. (1991). Social and moral development in early childhood. In W.M. Kurtines & J.L. Gewirtz (Eds.), Handbook of Moral Behavior and Development. Vol. 2 (pp. 115-138). Hillsdale, NJ: Lawrence, Erlbaum & Associates.
9. Killen, M., Breton, S., Ferguson, H., & Handler, K. (1994). Preschoolers’ evaluations of teacher methods of intervention in social transgressions. Merrill-Palmer Quarterly, 40, 399-416.
10. Killen, M., & Nucci, L. P. (1995). Morality, autonomy, and social conflict. In M. Killen & D. Hart (Eds.), Morality in everyday life: Developmental perspectives (pp. 52-86). Cambridge, England: Cambridge University Press.
11. Killen, M„ & Smetana J.G. (1999). Social interactions in preschool classrooms and the devel-. opment of young children’s conceptions of the personal. Child Development, 70, 486-501.
12. Killen, M., & Wainryb, C. (in press). Independence and interdependence in diverse cultural contexts. In S. Harkness and C. Raeff (Eds.), Individualism and collectivism as cultural contexts for development (New Directions for Child Development). S.F., CA: Jossey-Bass, Inc.
13. Lewis, C.C. (1995). Educating hearts and minds: Reflections on Japanese preschool and elementary education. Cambridge, England: Cambridge University Press.
14. Nucci, L. P. (1984). Evaluating teachers as social agents: Students’ ratings of domain appropriate and domain inappropriate teacher responses to transgressions. American Educational Research Journal, 21, 267-378.
15. Nucci, L. P. (1996). Morality and the personal sphere of actions. In E. S. Reed, E. Turiel, & T. Brown (Eds.), Values and knowledge (pp. 41-60). Mahwah, NJ: Lawrence Erlbaum Associates.
16. Nucci, L.P., Camino, C., & Milnitsky-Sapiro, C. M. (1996). Social class effects on Northeastern Brazilian children’s conceptions of areas of personal choice and social regulation. Child Development, 67, 1223-1242.
17. Nucci, L. P., & Weber, E. K. (1995). Social interactions in the home and the development of young children’s conceptions of the personal. Child Development, 66, 1438-1452.
18. Ross, H., & Conant, C. (1992). The social structure of early conflict: Interaction, relationships, and alliances. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in child and adolescent development (pp. 153-185). Cambridge, England: Cambridge University Press.
19. Smetana, J. G. (1995). Morality in context: Abstractions, ambiguities, and applications. In R. Vasta (Ed.), Annals of child development, Vol. 10 (pp. 83-130). London: Jessica Kinglsey, Inc.
20. Tisak, M. (1995). Domains of social reasoning and beyond. Annals of Child Development, (Vol 11, 95-130). London: Jessica Kingsley, Inc.
21. Tobin, J., Wu, D., & Davidson, D. (1989). Preschool in three cultures: Japan, China and the United States. New Haven, CT: Yale University Press
22. Triandis, H.C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96, 506-520
23. Turiel, E. (1998). The development of morality. In W. Damon (Ed.), Handbook of child psychology, Socialization (N. Eisenberg, Ed.) (pp. 863-932). New York: Wiley.
24. Wainryb, C., & Turiel, E. (1995). Diversity in social development: Between or within cultures? In M. Killen & D. Hart (Eds.), Morality in everyday life: Developmental perspectives (pp. 283-316). Cambridge, England: Cambridge University Press.