Abstract How do young children learn to manage peer conflict in preschool? While conflict is an essential part of relationships in every social domain (family, school, work, etc.), learning how to engage in and resolve conflict is a culturally and situationally variable activity. This paper examines mediated forms of peer conflict initiated by adults and children in a Japanese preschool. Taking the theoretical perspective of language socialization, the analysis draws upon 48 hours of audio-visual recordings of naturally occurring interactions over nine months. By focusing on the role of triadic mediation in dealing with interpersonal conflict, the analysis demonstrates teachers' use of prompting and reported speech as mediators, and children's acquisition of particular linguistic and cultural practices that display knowledge of social norms in managing social relationships and constructing their social worlds.

中文翻译：

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“说我可以借吗”：日本幼儿园的老师和孩子们处理同伴冲突

摘要 幼儿如何在学前班学习管理同伴冲突？虽然冲突是每个社会领域（家庭、学校、工作等）关系的重要组成部分，但学习如何参与和解决冲突是一种文化和情境可变的活动。本文研究了日本幼儿园成人和儿童发起的同伴冲突的中介形式。从语言社会化的理论角度来看，该分析利用了 9 个月内自然发生的互动的 48 小时视听记录。通过关注三元调解在处理人际冲突中的作用，分析表明教师使用提示性和报告性言语作为调解者，以及儿童的