| Autor: |
Maruyama H; Student Counseling Room, Aichi Shukutoku University., Ujiie T; Department of Psychology and Human Developmental Sciences, Nagoya University., Takai J; Department of Psychology and Human Developmental Sciences, Nagoya University., Takahama Y; Graduate School of Humanities and Science, Ochanomizu University., Sakagami H; Education, Psychology and Human Studies, Aoyama Gakuin University., Shibayama M; Faculty of Home Economics, Otsuma Women's University., Fukumoto M; Education, Tokyo Gakugei University., Ninomiya K; Faculty of Policy Studies, Aichi Gakuin University., Hyang Ah P; Early Childhood Education, Kyungnam University., Feng X; Faculty of Education, Beijing Normal University., Takatsuji C; Faculty of Home Economics, Tokyo Kasei University., Hirose M; Faculty of Social Work Studies, Josai International University., Kudo R; Public Consulting Division, Value Management Institute. Inc., Shima Y; Faculty of Education, Kagoshima University., Nakayama R; Faculty of Education, Nara University of Education., Hamaie N; Department of Psychology and Human Developmental Sciences, Nagoya University., Zhang F; School of Education, The Open University of China., Moriizumi S; English Department, Nanzan Junior College. |
| Abstrakt: |
Research Findings: The purpose of this study was to examine differences in the development of conflict management strategies, focusing on 3- and 5-year-olds, through a comparison of 3 neighboring Asian cultures, those of China ( n = 114), Japan ( n = 98), and Korea ( n = 90). The dual concern model of conflict management was adopted to probe which strategy children would prefer to use in 2 hypothetical conflict situations. Results indicated that, first, for disagreement, 3-year-olds in the 3 countries equally preferred the dominating strategy. For competition for resources, 3-year-olds differed in their strategy preference across all cultures. Second, the observed strategy preference of 3- to 5-year-old children in this study was more or less different from that of older schoolchildren, regardless of culture. Practice or Policy: These findings suggest the significance of the context, the complexity of the phenomenon of the development of cultural differences, and the significance of cohort sampling. |
