An Action Research Study for Supporting Positive Peer Relationships among Children at a Three-year-old Kindergarten Class

Abstract

The purposes of this study were 1) to seek and carry out action plans to support positive peer relationships among children at a three-year-old class in a private kindergarten in Korea, and 2) to examine the effects of those actions on the children’s peer relationships. The Pulip class, where this study was conducted, consisted of 28 three-year-olds and 3 teachers (a head teacher/researcher, a novice teacher, and an assistant teacher). This study started by recognizing the difficulties of teachers in supporting three-year-olds’ peer relationships at the beginning of their school-age years. The results of the study were as follows. First, through the first, second, and third plan-do-evaluate processes, the main foci of the actions to support positive peer relationships were 1) being based on observations of each child’s characteristics and peer relationships, 2) connecting with family, 3) providing on-going support at individual levels as well as whole-class levels, 4) creating a caring and sharing atmosphere in class, and 5) developing and maintaining close child-teacher relationships. Second, the actions to support positive peer relationships led to an increase in 1) positive problem solving in times of peer trouble, 2) pro-social behaviors toward peers, 3) constructive play and symbolic play with peers, and 4) community spirit among friends sharing similarities. Through action research, it was possible to solve problems in supporting peer relationships among three-year-olds systematically and also to enhance their peer relationships positively.