Triadic conflict mediation as socialization into perspective taking in Swedish preschools

The study investigates the discursive, linguistic and bodily features of kindergarten teachers’ and kindergarten children’s ways of mediating and resolving a conflict. The study describes how the strategy of ‘triadic conflict mediation’ encourages and guides children to articulate their own perspectives, as well as to take into account their opponent’s perspectives. The researcher points to the moral norms that are implemented by this practice.

The study shows that teacher-led conflict resolution was achieved through triadic interactions in which the kindergarten teacher acted as a mediator. The kindergarten teacher used questions to encourage and lead the children to communicate their own will and wishes, as well as the wishes of the other children in the conflict. At the same time, the other children were asked to listen. The researcher believes that such discursive practices socialise children into perspective taking and that this socialisation is in turn linked to broader societal norms for Swedish kindergartens and for Swedish society: Norms where democratic values such as equality, agency, individualism and solidarity are key.

The empirical material is based on an ethnographic study from three Swedish kindergartens over a period of one year. Everyday activities, usually free play, were recorded with a video camera. 15 children between the ages of three and five and three kindergarten teachers participated from each kindergarten.

Cekaite, A. (2020). “Triadic conflict mediation as socialization into perspective taking in Swedish preschools”. Linguistics and Education, 59(2020): Artikkel 100753.