Although peer conflict is a common experience in preschool classrooms, few studies have examined relations between coping with peer conflict and social competence (SC) in preschool samples. In this study, 166 preschoolers (95 male) were observed during dyadic play episodes designed to induce a resource‐based conflict. Coping tactics were coded using Zimmer‐Gembeck and Skinner’s framework, and their relations with indicators of SC, assessed using direct observations and sociometric interviews, were tested. On average, dyadic play episodes produced 4.19 conflict events per partner, with children’s most common tactics being verbal and/or physical assertions (29% and 17% of all conflict events, respectively). Coping tactics showed moderate correspondence with current taxonomies, and regression analyses with SC demonstrated partial correspondence to studies of older children. Cooperative tactics reflected higher levels of SC, particularly for boys, and failure to cope with the dilemma (i.e., perseveration) reflected lower levels of SC. The use of disengaged tactics was not associated with SC, and only few differences in coping tactic use were associated with the dyad gender composition. Results suggest that coping tactics during resource‐based conflicts among preschoolers are associated with measures of SC and, with slight adjustments, map onto existing frameworks.

中文翻译：

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基于资源的冲突中学龄前儿童社会能力与应对策略之间的关系

尽管同龄人冲突是学龄前课堂上的常见经历，但很少有研究检查学龄前样本中应对同龄人冲突与社会能力（SC）之间的关系。在本研究中，在旨在引发基于资源的冲突的二元游戏中，观察到166名学龄前儿童（95名男性）。应对策略使用Zimmer-Gembeck和Skinner的框架进行编码，并通过直接观察和社会计量学访谈评估了它们与SC指标的关系。平均而言，二进制游戏每位伴侣产生4.19个冲突事件，儿童最常见的战术是口头和/或肢体断言（分别占所有冲突事件的29％和17％）。应对策略显示出与当前分类法的适度对应，SC的回归分析表明与年龄较大的儿童的研究存在部分对应关系。合作策略反映了SC的水平较高，特别是对于男孩而言，而未能解决困境（即坚持不懈）则反映了SC的水平较低。脱离策略的使用与SC无关，应对策略的使用中只有很少的差异与二元性别组成有关。结果表明，在学龄前儿童之间基于资源的冲突期间的应对策略与SC的措施相关，并且在稍作调整的情况下可以映射到现有框架上。而且在应对策略的使用上只有很少的差异与二元性别组成有关。结果表明，在学龄前儿童之间基于资源的冲突期间的应对策略与SC的措施相关，并且在稍作调整的情况下可以映射到现有框架上。而且在应对策略的使用上只有很少的差异与二元性别组成有关。结果表明，在学龄前儿童之间基于资源的冲突期间的应对策略与SC的措施相关，并且在稍作调整的情况下可以映射到现有框架上。