Abstract Using videotaped interaction of U.S. preschool classrooms, this study investigates how children learn to manage peer conflict. Whether conflict occurs vocally or non-vocally affects socialization of children's behaviors. Negotiation of arguments by teachers somewhat depend on whether children sustain conflict in a vocal or embodied modality. Teachers use directive/response sequences to engage with children's vocalized disputes. Moving conflict to a non-vocal channel by embodying a dispute thus enables children to exercise agency often without teacher intervention, or with minimal intervention. Embodied conflicts provide children with a way to sustain their disputes often without notice from teachers. Children learn how to employ eye-gaze and body positioning to engage in these disputes. Thus, children learn about the values of vocalized and non-vocalized behavior for enacting peer conflict as a student in an American teacher-gated preschool classroom where sound achieves primacy over non-vocalized behaviors.

中文翻译：

---

“有一个！不要拉她的头发！你会伤害她的！”：美国学前班的同伴干预和体现

摘要 本研究利用美国学前班课堂的录像互动，调查儿童如何学会管理同伴冲突。冲突发生在口头上还是非口头上会影响儿童行为的社会化。教师对论点的协商在某种程度上取决于儿童是否以声音或具身方式承受冲突。教师使用指令/响应序列来处理儿童的声音纠纷。通过体现争议将冲突转移到非声音渠道，从而使儿童能够经常在没有老师干预或最少干预的情况下行使能动性。具身冲突为孩子们提供了一种方式来维持他们的争端，通常不会得到老师的通知。孩子们学习如何使用眼睛凝视和身体定位来处理这些争端。因此，