The current study explored beliefs and practices on the main types and common causes of conflicts among naturalized refugee pre-primary children in rural Tanzania. A region with highest number of naturalized refugees in Tanzania was purposively selected. A total of 12 children were involved in the focus group discussion; nine classroom teachers, and three school principals from three pre-primary schools were individually interviewed. To gain insights on home contexts, six parents who had children in pre-primary classes were visited at their homes and interviewed on individual sessions. A number of policy and practical documents were critically analyzed. Findings revealed that the main types of conflicts among naturalized refugee children were teacher-induced and pupil-induced. Further, it was found that the main causes of conflicts among children of this group were related to scarcity of resources and social issues. These findings highlight that in order to ensure that naturalized refugee children are developing to their fullest potentials and integrated into a host Tanzanian society, deliberate efforts are much needed to understand common types and main causes of conflicts. This will help in devising appropriate strategies to develop children’s constructive conflict-resolution skills.

当前的研究探讨了关于坦桑尼亚农村入籍的难民学龄前儿童之间冲突的主要类型和常见原因的信念和做法。目的是选择坦桑尼亚归化难民最多的地区。共有12名儿童参加了焦点小组讨论；分别采访了九名课堂老师和三所学前学校的三名校长。为了了解家庭环境，对六名在学前班育有孩子的父母进行了家访，并在各个环节进行了采访。严格分析了许多政策和实践文件。调查结果表明，入籍难民儿童之间的主要冲突类型是教师引起的和学生引起的。进一步，结果发现，这一组儿童之间冲突的主要原因与资源短缺和社会问题有关。这些发现突出表明，为了确保已归化的难民儿童最大程度地发展并融入东道国坦桑尼亚社会，需要作出很大的努力来理解冲突的常见类型和主要原因。这将有助于设计适当的策略来发展儿童的建设性的解决冲突的技能。