2017 Volume 55 Issue 2 Pages 29-39
The objective of the present study was to clarify how kindergarten teachers address cheating behavior during children's game playing. Practical knowledge from ten kindergarten teachers was schematized by analyzing verbatim interview transcripts using the modified grounded theory approach (M-GTA).
The resulting model demonstrated that kindergarten teachers' involvement passes through stages: from understanding the situation, through deciding how to get involved, and finally educational involvement. Teachers change their mode of involvement according to individual children's awareness of rules, and treat the point in time when the child becomes aware that cheating is problematic as a teaching opportunity. Our results revealed that kindergarten teachers primarily address cheating behavior based on two modes: Authoritative involvement and cognitive conflict involvement.
