Chinese Preschoolers’ Conflict Negotiation in Resource Limited Situations

Marina Sonntag*, Shuangshuang Xu

*Corresponding author

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

1 Citation (Scopus)


This chapter focuses on different types of preschoolers’ peer conflicts and children’s choice of conflict solving strategies in the local Chinese kindergarten. The aim is to understand the new challenges and opportunities brought about by the new Chinese social reality of reformation and opening up and the one child policy upon the original popular division of “independent and interdependent culture” between West and East. Field observations and projective tests with hypothetical situations are employed to have a close look at children’s skills of conflict negotiation. From analysis, it can be seen that conflicting situations concerning access of resources are a dynamic negotiating process on ownership and possession.

Original languageEnglish
Title of host publicationSocial Ecology of a Chinese Kindergarten
Number of pages13
Publication date2020
ISBN (Print)978-3-030-59734-4
ISBN (Electronic)978-3-030-59735-1
Publication statusPublished - 2020
SeriesCultural Psychology of Education


  • Access of resources
  • Conflict negotiation
  • Interdependent
  • Peer conflict


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