This mixed-methods study’s main goal was to examine whether teachers’ conflict intervention strategies are contingent upon children’s insistence level (i.e., unwillingness or inability to understand others’ perspectives) and whether this support leads to different outcomes. An additional goal was to understand teachers’ perceptions of peer conflicts and the reasons underlying their decision-making in conflict intervention. A total of 155 peer conflicts were identified in a mixed-age preschool classroom in an urban early-learning center during observations involving 15 preschool children (M age = 47.25 months, SD age = 8.39 months) and three teachers. Peer conflicts were captured using head-mounted cameras worn by the children during naturalistic activities. Peer conflicts tended to occur briefly and frequently, and teachers intervened less than one-half of these conflicts. Findings from a lag-sequential analysis showed that teachers were more likely to intervene in a dyadic conflict when both children exhibited moderate to high insistent behavior. Although teachers mostly used cessation over mediation strategies to intervene, mediation strategies tended to have better outcomes than those without teacher intervention, which were better than cessation strategies. The quantitative findings were triangulated with qualitative evidence from an interview and a stimulated recall conducted with the master teacher, demonstrating that teachers’ conflict intervention involves a complex decision-making process. The results are drawn from children’s first-person perspective and teacher perceptions and provide a nuanced understanding of peer conflict and teachers’ role in facilitating preschool children’s conflict resolution.

这项混合方法研究的主要目标是检验教师的冲突干预策略是否取决于儿童的坚持水平（即不愿或无法理解他人的观点），以及这种支持是否导致不同的结果。另一个目标是了解教师对同伴冲突的理解以及他们在冲突干预中做出决策的根本原因。在对15名学龄前儿童（M年龄= 47.25个月，SD年龄= 8.39个月）和三名老师的观察期间，在城市早期学习中心的混合年龄的学龄前教室中共发现155个同伴冲突。孩子们在自然活动中佩戴的头戴式摄像机捕获了同伴冲突。同行冲突往往会短暂而频繁地发生，而教师干预这些冲突的比例还不到一半。滞后序列分析的结果表明，当两个孩子都表现出中度到高度的坚持行为时，教师更有可能干预二元冲突。尽管教师大多使用停止策略而非干预策略来进行干预，但与没有教师干预的情况相比，调解策略往往具有更好的效果，后者比停止策略要好。定量调查结果与访谈中的定性证据进行了三角关系，并与主讲师进行了一次激发式回忆，表明教师的冲突干预涉及复杂的决策过程。