Teacher perspectives on peer relation problems of young children

The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the teachers define children’s peer relation problems as part of developmental processes and individual differences. The teachers judge peer relation problems in terms of children’s emotional well-being, intentions, and social skills, and perceive children’s control of others as the most serious peer relation problem in the classroom. It is posited that the teachers’ perspectives rely on the emotional and motivational bases of children’s relationships with peers. The related issues are discussed and implications for teaching practices are provided.