Estrategias que utilizan las Educadoras de Párvulos en el aula inicial para abordar los conflictos entre niños y niñas de 4 a 6 años de edad.

Abstract

This research aimed to identify strategies and discursive practices used by educators of kindergartens initial classroom, to address conflict. We conducted a collective case study, involving six educators of kindergartens belonging to six municipal schools of the commune of Talcahuano. The technique of data collection was in-depth interviews, direct observation and participant no narrative records. Discourse analysis showed that recognizes the existence of conflicts in the classroom and whose responsibility in the presence of these is detached to their fathers, and their labor charge. Furthermore, in relation to conflict resolution, we propose that these should be addressed through conversation and implementing the plan for coexistence. However, observation showed that these strategies are not implemented by the vast majority of educators of kindergartens in the classroom. We discuss the importance of the actions of the Educating for conflict resolution beyond discourse and the need for training in this area.