Abstract This paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers’ and children's ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking necessary for managing conflict situations. It is shown that teacher-guided conflict resolution was accomplished through triadic interactions involving the teacher as a mediator. Teachers used questions to encourage and direct children to convey their volition, wants, and wishes to their peers, and requested the other children to listen. It is argued that such discursive practices socialize children to perspective taking, and that this socialization is linked to wider societal norms of Swedish preschools and Swedish society, namely democratic values of equality, agency, individualism, and solidarity.

中文翻译：

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三元冲突调解作为瑞典学前班的社会化视角

摘要 本文是一项视频民族志语言社会化研究，考察了教师和儿童冲突调解和解决方式的话语、语言和体现特征。该研究描述了瑞典几所学前班的幼儿（3 至 5 岁）如何被社会化为管理冲突局势所需的互动能力和观点。结果表明，教师引导的冲突解决是通过教师作为调解人的三重互动来完成的。教师通过提问来鼓励和引导孩子向同龄人传达他们的意愿、愿望和愿望，并要求其他孩子倾听。有人认为，这种话语实践使儿童社会化了观点采择，