Conflict prevention classes should be held regularly, if possible once or twice a week. “Questions to Understand Before We Start Conflict Prevention” will help us determine the main directions of work and decide which topics or sections are of primary importance for a given class and which are of secondary importance. It is not necessary to carry out the planned activities in a strict sequence; you need to be flexible. To do this, it is recommended to plan more time in anticipation of all sorts of surprises.
Taking this into account, we have developed a program to teach students conflict-free behavior.
This program has the goal of developing and shaping primary school students to resolve conflict situations.
The program has the following objectives: to help children get out of conflict situations; develop their sense of cooperation; teach respect for others.
The program is designed for 30 exercises, which are recommended to be done every day during a big break.
The room for conducting classes should provide both auditory work (that is, work at desks), and work “in a circle,” and motor exercises, and the ability to work in comfortable positions.
This program includes three stages:
1. Indicative (10 games and exercises)
2. Reconstructive (14 games and exercises)
3. Reinforcing (6 games and exercises)
In the hall of games and exercises, the following main aspects of teaching students conflict-free behavior are worked out:
Development of a sense of self-esteem;
Development of cooperation;
Nonviolent conflict resolution;
In class, you need to be careful when choosing games and exercises. If games and exercises take an undesirable turn or, for example, for one reason or another cannot give the desired result, you should stop immediately. This can happen during exercises, when a group-dynamic process begins, in which individual children can be offended, isolated, and make aggressive attacks.
When working, it is important to maintain an order in which exercises and games aimed at getting to know the participants and self-disclosure would be concentrated in the first classes (that is, at the 1st stage of work), and exercises focused on the formation and development of cooperation, non-violent conflict resolution are closer to middle of the cycle (stage 2 of the program).
Let's look at the most successful fragments of our work.
At the 1st stage - indicative - the following tasks were set:
1) Reducing emotional stress;
2) Creating a “+” mood and atmosphere of acceptance for everyone;
3) Learn to control your feelings and eliminate conflict.
We solved these problems with the help of games and exercises.
Fragment 1.
Topic: "Acquaintance".
Goal: to develop respect and tolerance for each other.
Game: “Memorizing names on the move.”
Instructions: Everyone stands in a circle, says their name, making some kind of movement. Then everything goes in a circle: the student standing next to him first imagines the first one, repeating his movement, then he makes some movement for himself.
Then the exercise is analyzed - children answer a number of questions:
What feelings did you have?
Was the task difficult or easy?
Was it difficult to remember the movements?
Thus, when playing this game, children learn to respect each other, carefully watch each student in order to remember the movements.
And also the games “If I Were an Animal...”, “Cobweb”, “Name Plates”, “Three Changes in Clothes”, “Fruit Salad”, “Balloon”, “Paints”, “Thunderstorm” are aimed at respecting each other , mastery of your feelings.
At stage 2, the following tasks were solved:
1) Develop feelings of self-esteem and respect for others;
2) Be able to listen and express yourself;
3) Foster cooperation in the classroom.
At this stage, 14 games and exercises were conducted on the following topics:
1. “Developing a sense of self-esteem and respect for others.”
2. “The ability to listen and express yourself.”
3. "Perception of feelings."
4. "Collaboration".
Fragment 2.
Topic: “The ability to listen and express yourself”
Game: Listen well and listen poorly"
Goal: to develop the ability to listen to others.
Preparation: Prepare a short role-play. The class is watching. One of the players begins to tell the story, the second one listens very poorly at the beginning. After a few minutes, interrupt and begin with the difference that the listener is now all attention: his gaze is fixed on the narrator, his face expresses participation; From time to time he asks clarifying questions. Then the teacher asks questions: “By what signs do you notice that you are not being listened to well (or attentively?”
Summarizing:
How did you feel in both roles?
What are these feelings?
Is this important or not? Why?
Stage 2 included games and exercises such as “Guess”: “Who am I?”, “Good Dwarf” and many others, which are very effective and have results.
At stage 3, the following tasks were solved:
1) Be able to analyze situations outside and inside school;
2) Learn to understand and evaluate your own behavior in conflict situations;
3) Develop methods of non-violent conflict resolution.
At this stage, 6 games and exercises were conducted on the following topics:
1. “Approaches to conflicts.”
2. “Non-violent conflict resolution.”
Fragment 3.
Topic: “Nonviolent conflict resolution.”
Exercise: “Conflicts in the classroom.”
The essence of the exercise: finding solutions to typical conflicts.
Preparation: The class is divided into small groups. The teacher describes conflict situation, small groups discuss it simultaneously. To formulate the essence of the conflict, 3 minutes are given.
Answers to the question, discussion. After this, we will invite the groups to come up with the optimal solution. (3 minutes)
Ask students what solution they found.
Fragment 4.
A class hour was also held on the topic “Conflicts in our lives.”
Purpose: 1) to introduce the rules for preventing conflicts;
2) development of skills of moral self-awareness;
3) solving the problem of increasing class cohesion.
Equipment: poster, emblem, colored squares for reflection, rope.
Fragment:
Teacher: guys, please divide into two groups: one is boys, the other is girls. Now we will play a simple game of tug of war. (They play).
The boys team won. Thank you. Sit down. Do you think there could be a conflict as a result of this game?
Students: Yes. Boys are stronger. The judge judged. Spectators interfered. Some pulled with full dedication, while others held on for show.
Teacher: Yes, this situation is similar to a conflict. What does it take for a conflict to arise?
Students: For a conflict to arise, the presence of at least two people and the subject of the dispute must be present.
Teacher: Now let’s play out another situation. (An exercise is carried out in the center of the group: two volunteers demonstrate a “yes-no” exercise using an example of a situation with class duty).
Students: Yes, there is a conflict, because there are two people and the subject of the dispute is duty.
At the end of this class hour we asked the following question:
Do you find discussion of this topic useful, and will it change your behavior in conflict situations?
As a result, we learned that 72% of students consider the discussion of the topic “Conflict in our lives” to be useful and will change their behavior in conflict situations for the better.
16% of students answered “no” to this question and believe that their behavior in conflict situations will not change, but remains the same. 12% of students were hesitant to answer because they believe that sometimes their behavior can change for the better in conflict situations.
Thus, we came to the conclusion that our work was not in vain, that the children understood that everyone can avoid conflict and in any situation this is possible. In the second chapter, we carried out experimental and practical work on developing students’ methods of conflict-free behavior, i.e. analyzed situations in the classroom and among younger schoolchildren and determined a program for teaching students conflict-free behavior.
Based on these we are for teachers primary classes We give some methodological recommendations:
Classes are based on material that is close and understandable to children and related to current situations; this allows them to compare their behavior with the behavior of their peers, allows them to express and understand themselves;
A creative approach to resolving conflict situations in the classroom contributes to the development of students’ search activity;
There must be the same room for the entire duration of games and exercises;
The room should be relatively spacious;
At the initial stage, it is better to give more exercises that are performed in pairs; this allows you to quickly involve the entire group in active work;
When performing exercises in pairs, it is advisable to frequently change partners, thereby gaining the respect of others;
The material is prepared in advance and is at hand;
It has been noted that a person who has a set of styles of behavior in conflict has a more pronounced advantage, allowing him to adapt to the situation and find the optimal way to resolve it.
In children's fights (in older preschool age), the child gains his first experience of confrontation and for the first time implements various tactics of behavior in conflict. The choice and preference of any of them is greatly facilitated by the example and instructions of adults.
Examples of this include the following phrases:
“Why are you complaining and nagging? Can’t you stand up for yourself?”
“You can always come to an amicable agreement and not push each other. You must say or ask politely. Do you remember the magic word? »
“So that I don’t see anything like this again. Figure it out yourself, there’s no point in me going around complaining, otherwise I’ll slap both the right and the wrong and put them in different corners.”
In such statements, a kind of programming of children by adults occurs. Through the perception of adults' assessments, children develop an idea of the norms of social interaction. Therefore, it is important for parents and educators to be especially attentive and careful in their statements. Adults must be able to foresee the possible consequences of rash judgments addressed to children and, from childhood, instill in them the desire for partnership, cooperation and mutual assistance.
In resolving conflicts between children, the teacher needs to pay attention to how children behave in situations of disagreement, and for this it is advisable to rely on the psychological model of psychologist K. Thomas, which allows one to determine the child’s preferred style of behavior in conflict, or the model proposed by a group of American psychologists1 .
Within the framework of the proposed model of K. Thomas, conflict behavior is built in a space defined by a coordinate system interpreted as follows:
The vertical axis indicates the degree of persistence in satisfying one's own interests, represented as the importance of results;
On the horizontal axis is the degree of compliance in satisfying the interests of other partners, represented as the importance of the relationship. This model distinguishes five main strategies (forms, styles, tactics) of behavior (Fig. 1)
Basic approaches to conflict resolution:
Device
Cooperation
Compromise
Avoidance (withdrawal)
Rivalry
Minimal interest on both axes at the intersection point forms an avoidance (escape) strategy; the maximum along the vertical axis forms a fixture; horizontally - rivalry; the combination of maximum interest on both axes ensures cooperation and the middle position corresponds to compromise.
The strategy (tactics) of behavior in a particular conflict is determined by the extent to which a child can satisfy his own interests, acting passively or actively, and the interests of another, acting jointly or individually. The choice of strategy (tactics) of behavior is carried out under the influence of a psychological attitude (orientation), which includes cognitive, motivational and moral components. Psychological orientations arise both under the influence of the objective characteristics of each of the parties to the conflict, and due to individual characteristics of the individual, which reveal a predominant tendency to choose certain interaction strategies.
Every child may use the behaviors in question to some extent, but there is usually a priority form. American psychologists suggest considering a child’s behavior in a conflict situation from the perspective of such strategies as: “smoothing”, “withdrawal, avoidance”, “confrontation” (“opposition, confrontation, collision”, “rivalry”) and “forcing” (“breaking off relationships”). "). For interpretation, they use images of animals for which certain behavioral features are characteristic - these are a bear cub, a turtle, an owl, a fox and a shark.
Let's try to compare the forms (strategies, tactics) of a child's behavior in a conflict situation using these images.
Strategy (tactics) of “confrontation” (“competition”, “rivalry”)- in conflictology and social psychology, this strategy is considered as an individual’s active struggle for his interests using all the means available to him to achieve his goals. This type of behavior is strictly focused on winning, regardless of one’s own losses, which can be defined by the expression “rushing ahead.” There is persistent confrontation, rivalry, and uncompromising defense of one’s interests here. This form of behavior can be formed in a person in childhood due to individual psychological characteristics of the individual (temperament, expression of character traits, etc.), as well as from the conditions of his social development (family, kindergarten, school). It should be noted that preschool children often use this behavior strategy as a defense mechanism, since they do not have the necessary skills to effectively interact with peers and constructively resolve a conflict situation.
American psychologists compare the behavior of a child using the strategy of competition and opposition with the behavior of an owl.
This strategy manifests itself in the child’s behavior:
In strict control of the actions of the enemy, rival;
In the constant and deliberate suppression of the enemy by all available means;
In the use of deception, cunning, attempts to seize a position where “all means are good”;
In provoking the opponent to ill-conceived responses and mistakes.
In childhood, personality traits can be formed such as: an orientation towards preserving what is, fear of innovation, ambiguous decisions, fear of criticism of one’s behavior, desire to suppress and achieve power, ignoring collective opinions and assessments when making decisions in critical situations. These personality traits can become entrenched and manifest themselves in the future through the predominant use of fighting strategies.
Strategy (tactics) “avoidance” (“escape”, “evasion”)- the exit strategy is characterized by the desire to get away from the conflict. The subject of the conflict in this situation is not of particular importance for either one or the other participant. American researchers figuratively compare this style of behavior with the behavior of a turtle. She is unhurried, calm, slow, and in case of danger she tries to crawl away or hide her head under her shell. In some countries, the turtle is considered a symbol of wisdom.
Observing children in conflict situations, attention is drawn to the fact that one of the rivals often turns out to be stronger and more assertive, while the other is weaker. As a rule, a weak child gives up his position to a stronger one or tries to escape the conflict. In other cases, this is what a child does, for whom the subject of the conflict is not important. In addition, this form of behavior is chosen when the child does not want to defend his rights, cooperate in a conflict situation, refrains from expressing his position, or avoids an argument. This behavior is possible if the situation is too complex and resolving the conflict will require a lot of effort from its participants, or the child does not have enough persistence to resolve the conflict in his favor. The avoidance style can be observed in inactive, quiet, withdrawn children. For them, it is important to maintain and restore calm and stability, rather than resolve the conflict; The subject of disagreement is not significant for such children, or what happened does not particularly bother them. They believe that it is better to maintain good relationships with other children than to defend their own point of view, they realize that the truth may not be on their side, they feel that they do not have enough qualities necessary for leadership or a chance to win. In the case of this strategy, it is appropriate to recall the proverb “And the wolves are fed and the sheep are safe.”
It should be noted that children do not always become participants in the conflict of their own free will, but may become its “victim” due to the prevailing circumstances. The victim position is attractive to some children due to certain compensatory factors: the victim receives significant support from the outside; they sympathize with her abundantly; she does not need to try to resolve the problem herself, she does not need to take responsibility for the consequences of the conflict, since others will do this for her. Children who use the “turtle” strategy have an inherent desire to get out of the situation “scary”, without insisting on their own, refraining from arguing and objecting to the opponent. The role of the victim and the child’s inability to get out of it lies in the emerging attitude of helplessness and inability to change the situation. The strategy of leaving, avoiding in a conflict situation can lead to the situation being driven inward and will contribute to the development of a conflict between two desires - preserving the relationship and achieving the goal. And this conflict seems to shift to another plane, becoming deeper and more complex. And an unresolved conflict is dangerous for the child’s psyche because it is repressed into the subconscious and manifests itself in an increase in anxiety, up to somatic diseases and neurotic disorders.
Characteristic features of a child’s behavior in the “escape (evasion)” strategy:
Refuses to engage in dialogue, using demonstrative withdrawal tactics;
Avoids the use of forceful techniques;
Does not understand and denies the seriousness and urgency of the situation;
He systematically hesitates in making decisions, is always late, because he is afraid to make a response move. This is a situation of missed opportunities.
Personal resource: sense of time, ability to pause, endurance and self-control.
Characteristic personality qualities:
Shyness in communication;
Impatience with criticism - accepting it as an attack on oneself;
Indecisiveness in critical situations, acts on the principle “Maybe it will work out.”
Strategy (tactics) of “compromise”- its essence lies in the fact that the parties seek to resolve differences through mutual concessions. In this regard, it is somewhat reminiscent of the style of cooperation, but it is carried out at a more superficial level, since the parties are inferior to each other in some way. This strategy is designed to resolve a conflict situation in order to maintain and further positive development of interpersonal relationships.
According to psychologists, this strategy is characterized by a type of behavior that combines caution, cunning, courtesy and flattery, which is very characteristic of a fox. Weight, balance and caution are the main principles of this type of behavior. Children using this strategy act on the principle: “I will give in a little if you are also ready to give in.” Compromise presupposes that the actions of the parties to the conflict are regulated through mutual concessions, the development of an intermediate solution that suits both parties, in which no one really gains, but no one loses either. In addition, both personal goals and relationships with peers are equally important for the child, which he strives to normalize in any case. It should be noted that for children, in a compromise solution to a problem, dividing responsibility or the subject of the conflict equally is often perceived as the fairest solution.
The tactical actions of the “fox” can be observed not only in conflicts between children, but also in their relationships. This style of child behavior is manifested by:
In the ability to bargain, in interest in those who also know how to bargain;
In the use of deception and flattery to emphasize the not very expressed qualities of the enemy (manipulation);
In focusing on equality in sharing, acting on the principle: “every sister gets an earring.”
Personality resource:
Good orientation in the situation;
Constant analysis;
Game style of behavior.
Basic approaches to conflict resolution Characteristics of personality quality:
Caution in assessment, criticism, accusations combined with openness;
Wary attitude towards critical assessments of other people;
Expectation of soft formulations, beautiful words.
The desire that others do not express their thoughts too openly and harshly.
Strategy (tactics) “adaptation” (“compliance”, “smoothing”)- a characteristic feature of this strategy is that the participant in the conflict acts together with the other side, but does not try to defend his own interests in order to smooth out the atmosphere and restore a favorable microclimate in the group. In other words, a person who adopts a concession strategy places a low value on his own interests and sacrifices them in favor of his opponent.
The style in question is somewhat reminiscent of the evasion style, but it is different styles. Their difference is that when evading, the child does not adapt to the other child and does nothing to satisfy his interests. He simply moves away and “pushes” the problem away from himself. Adapting to the situation, he acts together with his peer and at the same time adapts to him, practically agrees to do what the other child wants from him. To a certain extent, the child sacrifices his interests and changes his position to suit someone else.
For clarity, psychologists associate behavior in the “accommodation” “concession” strategy with the behavior of a bear cub, which gives a feeling of warmth and softness. In other words, the child is guided by the principle of behavior: “Whatever you want, just let’s live together.” This attitude towards benevolence is possible at the expense of one’s own losses. Here it is important to take into account the balance of power of the opponents. If the balance of forces is not in favor of one of the parties taking part in the conflict, and it has little chance of winning, and further struggle does not make sense, then the child may reorient to an attitude whose motto is “I surrender to the mercy of the winner.” Thus, the strategy of “adaptation”, “concession” in a conflict is used by the child if the situation is not particularly significant for him and it is more important to maintain good relations with the opponent than to defend his own interests.
The actions of a child focused on the strategy of “adjustment” (concession, smoothing) are as follows:
Systematic agreement with the enemy’s demands, i.e. maximum concessions (if this is a tactic);
Demonstration of a lack of ambition to win or serious resistance - if it is said: “I don’t need anything!”, then sometimes this is perceived by others as: “I need everything!”;
Pressure on conscience, moral qualities;
Indulging the enemy, flattery.
If this behavior strategy takes root in a child, then in the future it can lead to the development of a conformist style of behavior in general, which is accompanied by a lack of one’s own opinion in difficult situations, the desire to please everyone, not to offend anyone, so that there are no discords and clashes, avoidance pressing issues, inconsistency in judgment. Such a child may fall under the influence of leaders of social and antisocial groups, and his behavior may be manipulated.
Strategy of “forcing” (“severing relations”)- this strategy is often used by preschool children in a conflict situation as a response to the actions of an opponent, as a result of which everyone has a feeling of deep resentment and infringement of their own interests.
Foreign researchers draw an analogy between a child’s tactical actions leading to a break in relationships with the behavioral characteristics of a “shark.” The shark is characterized by tactics of attack, attack, unpredictability of actions and surprise.
In a real situation, a child, especially with signs of aggression, strives to insist on his own by openly fighting for his interests. He uses forceful pressure, can take a tough position of irreconcilable antagonism in case of resistance from the other side, and also use methods such as: pressure on an opponent, coercion, especially when he feels the dependence of the other, perceives the conflict situation as a matter of victory or defeat. Sometimes he tries to outshout his opponent and use physical violence. A child, demonstrating his resentment, may sulk, while experiencing moral pressure. Within this style, attempts prevail to force the opponent to accept his point of view at any cost, while the child is not interested in the opinions of others, usually behaves aggressively, and uses his authority and rights as a leader to influence other children, through coercion, and sometimes by screaming and crying. An adult uses this strategy of behavior when the subject of the conflict is very important to him. For children, as a rule, the subject of the conflict is considered taking into account only their own interests, and the interests of their peers are ignored, since one of the important characteristics of preschool age is the phenomenon of egocentrism (i.e., the inability to put oneself in the place of another). In this case, the conflict situation can become so aggravated that the only way out of it is to break the relationship between the children, and this break in relationship, as a rule, is characterized by its short duration (“I’m not friends until the evening,” “I’m not friends until the first interesting game ...”).
In contrast to the psychological model characterizing the behavioral styles of children in conflict situations, developed by a group of American psychologists, K. Thomas’ model considers the strategy opposite to “severing relationships” - this is “cooperation”. The author considers it appropriate (in the context of the task) to consider this tactic of “cooperation” behavior, which can be effective in conflict situations between children (provided they are taught this strategy) and uses the image of a dolphin to describe and interpret this strategy.
Strategy (tactics) of “cooperation”- characterized by a high level of focus on both one’s own interests and the interests of the opponent. This strategy is built not only on the basis of a balance of interests, but also on recognition of the value of interpersonal relationships. It is the most difficult to analyze, since it includes all other strategies and reflects the desire of the warring parties to jointly resolve the problem that has arisen. Of course, it is very difficult for preschool children to master cooperation skills, because, due to their age characteristics, they do not perceive a peer who has his own inner world as an equal partner in communication and activity.
In a figurative representation of behavior in this strategy, one can refer to the behavior of a dolphin, which is distinguished by a high level of intelligence, as well as rationality and common sense.
Preschool children who can express their position in a conflict and openly acknowledge contradictions in their interests and the interests of their opponent are rare. However, a child who is focused on cooperation differs from others in his ability to reason, draw conclusions (they are sometimes called “oldies”), and to peacefully resolve a conflict situation and existing contradictions. Together with other participants in the conflict and with the help of an adult, during an open discussion, a child can not only agree, but sometimes find and offer his own version of a common solution that completely satisfies everyone. The principle of this strategy is: “Let’s leave mutual grievances behind. I prefer... And you? The child, using the strategy of “cooperation” in order to satisfy his interests and defend his own interests, must be forced to take into account the needs and desires of the other party. By choosing this strategy, the child somewhat resembles an adult who is ready to conduct the negotiation process, search for alternatives and constructively resolve the conflict.
Peculiarities of child behavior in the “cooperation” strategy:
Participates in the discussion of the problem, while speaking openly and truthfully about the cause of the conflict that has arisen, does not dissemble, does not sneak, and persistently proves that he is right in determining the subject of the conflict;
Does not claim power, but shows the qualities of a leader, quickly forgets grievances and restores friendly relations;
Can accept and act on advice from peers and adults.
This type of interaction requires children (not only those involved in the conflict) to have a certain behavioral culture. Therefore, it is very important to teach your child cooperation techniques from childhood (to be able to explain your desires, express your complaints, listen to each other, respect the other’s point of view).
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Moscow Department of Education
StatebudgeteducationalestablishmenthigherprofessionaleducationcitiesMoscow
"Moscowurbanpedagogicaluniversity"
Institute of Pedagogy and Psychology of Education
General Institute Department of Educational Psychology
DIPLOMAJOB
Development of conflict-free behavior skills in seniors preschool age
Mokan Tatyana Vladimirovna
Specialty - 031100 Pedagogy and methods of preschool education
(extramural studies)
Scientific supervisor: Dvoinin A.M. Candidate of Psychological Sciences, Assoc.
Moscow2013
preschool conflict disagreement gaming psychological
Introduction
1. Theoretical foundations for studying the problem of conflict behavior in children of senior preschool age
1.1 The concept of conflict, its psychological characteristics and causes of occurrence
1.2 Features of children's conflicts in older preschool age
1.3 Specifics of the conditions created for the development of conflict-free behavior skills in children
2. Experimental study of the development of conflict-free behavior skills through play activities in children of senior preschool age
2.1 Identification of the level of conflict behavior in children of senior preschool age
2.2 Development of conflict-free behavior skills in older preschoolers in play activities
2.3 Assessing the effectiveness of organizing gaming activities to develop conflict-free behavior skills
Conclusion
Bibliography
Applications
Introduction
Relevance. Preschool age is a particularly important period in education, since it is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influence the development of his personality. Knowledge of the peculiarities of relationships between children in a kindergarten group and the difficulties they encounter can provide serious assistance to adults when organizing educational work with preschoolers.
It is obvious that a child’s communication with peers is a special area of his life, which differs significantly from communication with adults. Close adults are usually attentive and friendly to the baby, they surround him with warmth and care, teach him certain skills and abilities. With peers, everything happens differently. Children are less attentive and friendly; they are usually not too eager to help each other, support and understand their peers. They can take away a toy or offend you, not paying attention to your tears. And yet, communication with other children brings a preschooler incomparable pleasure.
The ability to establish positive relationships with others and its role in the development of personality has always been given great importance. In this regard, difficulties in relationships between people and ways to overcome them are the subject of special attention teachers and psychologists, especially when it comes to children.
It is in preschool age that ideas about conflict and conflict situations are formed, the nature of which largely determines the real behavior of a preschooler in a conflict.
The positive meaning of conflict consists in revealing for a preschooler his own capabilities, in activating the individual as a subject of preventing, overcoming and resolving conflict. In this regard, the problem arises of finding forms and methods of organizing conditions for maximum realization of the constructive potential of conflicts in preschool children.
Conflicts among preschoolers have their own distinct specificity, determined by the simultaneous influence of conflict-generating factors of various natures and the age characteristics of preschoolers. Practice shows that the most common ways to overcome conflict among preschoolers is to neutralize aggressive and hostile manifestations, separate the conflicting parties, and remove conflict-generating factors. All these are ways to reduce the activity of preschoolers themselves.
However, the preschooler’s readiness to constructive behavior in conditions of conflict, it is formed in special conditions, the creation of which is the subject of the work of teachers who are proficient in the methods of personal development of preschool children.
The issue of conflict and conflict interaction is well covered in pedagogy and psychology. Many domestic and foreign researchers have addressed the problem of conflict in preschool age: L.S. Vygotsky, D.B. Elkonin, Ya.L. Kolominsky, A.V. Zaporozhets and others. They believe that in preschool age conflicts most often arise over play, since it is the leading activity of preschoolers. According to the data obtained, children of senior preschool age conflict over the distribution of play roles, as well as over the correctness of play actions.
Analysis of the research allowed us to identify a contradiction between the need to prevent conflict behavior in older preschoolers in kindergarten and the insufficient development of appropriate conditions, as well as the lack of knowledge of teachers in ways to prevent conflict behavior in older preschoolers. Thus, the relevance of the study is due to the importance of the problem of preventing conflict behavior in children of senior preschool age.
The research problem is how to develop skills of conflict-free behavior in children of older preschool age.
Targetresearch- identification of psychological and pedagogical conditions for preventing conflict behavior in children of senior preschool age.
An object- conflict behavior of children of senior preschool age.
Item- psychological and pedagogical conditions that help prevent conflict behavior in children of senior preschool age.
Theoreticalbasis The research revealed provisions on the high susceptibility of children to the psychological and pedagogical influences of L.S. Vygotsky, B.C. Mukhina, S.T. Jacobson; theory about the essence of personality K.A. Abulkhanov-Slavskoy, L.I. Bozhovich, A.N. Leontyeva, S.L. Rubinstein; provisions on the development and complication of attitudes, on the basis of which the possibility of self-regulation of A.V.’s behavior appears. Ermolina, E.P. Ilyina, Ya. Z. Neverovich; provisions on the essence of the conflict, the causes of its occurrence and ways to resolve A.A. Bodaleva, V.O. Ageeva, N.V. Grishina, N.I. Leonova, A.G. Zdravomyslova; conflict theories: psychoanalytic (S. Freud, A. Adler, E. Fromm); sociotropic (W. McDougall, S. Sigle); behavioral (A. Bass, A. Bandura, R. Sears).
Hypothesis Our research lies in the assumption that the process of developing conflict-free behavior skills in children of senior preschool age will be effective with the purposeful creation of the following psychological and pedagogical conditions:
Using the complex in working with children interactive games aimed at building cohesion and cooperation, teaching effective ways of communication, forming a claim for social recognition and relieving conflict in children;
Playing out conflict situations with children and modeling ways out of them;
The use of psycho-gymnastic studies in working with children aimed at developing motives for positive behavior.
Based on the relevance, purpose, object and subject of the study, we have identified the following tasks:
1. Expand the concept of conflict, its psychological characteristics and the causes of occurrence.
2. Identify the characteristics of children's conflicts in older preschool age.
3. Conduct an empirical study to determine the level of conflict in children of senior preschool age.
4. Implement in practice a system of classes to develop skills of conflict-free behavior in gaming activities.
5. Determine the effectiveness of the system of classes for developing skills of conflict-free behavior in gaming activities.
When considering the state of the problem under study, the following were used in practice: methods:
1. Theoretical analysis of literature.
2. Methodology “Observation in the game” (A.I. Anzharova).
3. “Pictures” technique (Kalinina R.R.).
4. Quantitative and qualitative analysis of the obtained data.
Theoreticalsignificance we have identified a pedagogical way to prevent conflict behavior in children of senior preschool age through specially organized psychological and pedagogical conditions: the use of a complex of interactive games in working with children; playing out conflict situations and modeling ways out of them; the use of psycho-gymnastic studies.
Practicalsignificance research lies in the possibility of organizing the pedagogical conditions we have substantiated by teachers and psychologists of preschool educational institutions when solving problems of preventing conflict behavior in children of senior preschool age.
This thesis consists of an introduction, two chapters, a conclusion, and a list of references.
Baseempiricalresearch: GBOU Lyceum No. 1557. Pupils took part in the study senior group in the amount of 20 people, the age of children is from 5 to 6 years.
1. TheoreticalbasicsstudyingProblemsconflictbehavioratchildrenseniorpreschoolage
1.1 Conceptconflict,hispsychologicalcharacteristicAndcausesemergence
Conflicts have always existed, at all times and among all peoples. The word conflict comes from the Latin “conflictus”, which means “clash”. As a scientific term, this word is used in a close, but not identical sense in psychology.
The use of the term “conflict” is found in the development of problems in personality psychology, in general, medical, social psychology, psychotherapy, pedagogy and political science. Conflicts are considered by Western psychologists mainly in the spirit of the traditions of the psychoanalytic idea of the nature of the individual, as well as from the perspective of cognitive psychology, from the behaviorist position and from the position of role approaches.
Such conflict theories are also known as the theory of structural balance by F. Haider, the structural-functional approach of T. Parsons, the theory of social conflict by L. Coser, the theory of conflictology by W.F. Lincoln, cognitive theory of M. Deutsch, theory of strategy of behavior in a conflict situation of K. Thomas. Due to such a variety of theories devoted to conflict problems, the authors propose a large number of definitions of this concept, which depend on their point of view on the nature of the biological and social, and on the view of the conflict as a personal or mass phenomenon, etc. Grishina N.V. Psychology of conflict. St. Petersburg: Peter, 2000.
M.A. Robert and F. Tilman define conflict as follows: it is a state of shock, disorganization in relation to previous development. Conflict is a generator of new structures. As you can easily see, the last phrase in this definition indicates the positive nature of conflicts and reflects the modern point of view that in effective organizations conflicts are not only possible, but also desirable. Antsupov A.Ya., Shipilov A.I. Conflictology. M., 1999.
The definition by J. von Neumann and O. Morgenstein is as follows: conflict is the interaction of two objects that have incompatible goals and ways of achieving these goals. Such objects can be considered people, individual groups, armies, monopolies, classes, social institutions, etc., whose activities are in one way or another connected with setting and solving problems of organization and management, with forecasting and decision-making, as well as planning purposeful actions . Zaitsev A.K. Social conflict in an enterprise. Kaluga, 1993., p. 42.
K. Levin characterizes conflict as a situation in which an individual is simultaneously affected by oppositely directed forces of approximately equal magnitude. In his works he examines both intrapersonal and interpersonal conflicts.
From the point of view of role theory, conflict is understood as a situation of incompatible expectations (demands) to which a person playing a particular role is exposed. Typically, such conflicts are divided into inter-role, intra-role and personal-role. Yurchuk V.V. Modern dictionary in psychology, Minsk, 2000.
In L. Coser's theory of social conflict, conflict is a struggle over values and claims due to a lack of status, power and means, in which the goals of opponents are neutralized, infringed or eliminated by their rivals. The author focuses on the positive function of conflict - maintaining dynamic balance social system. If the conflict, according to Coser, is associated with goals, values or interests that do not affect the basic existence of groups, then it is positive. If the conflict is associated with the most important values of the group, then it is undesirable, since it undermines the foundations of the group and carries a tendency towards its destruction. Social conflictology / Ed. A.V. Morozova. M., 2002.
The founder of an independent direction in the study of conflicts in American sociology and social psychology - conflictology - W. F. Lincoln approaches the consideration of conflict from the standpoint of common sense and pragmatism and adheres to the following working definition of conflict: conflict is the understanding, imagination or fear of at least one side that its interests are violated, infringed and ignored by the other party or parties. And two or more parties are ready to fight to capture, suppress or destroy the interests of rivals in order to satisfy their own interests. In essence, conflict is competition in satisfying interests, in fact, a conflict of interests.
In Russian psychology, the most common definition is the following: conflict is a collision of oppositely directed, incompatible tendencies in the consciousness of an individual, in interpersonal interactions or interpersonal relationships individuals or groups of people associated with acute negative emotional experiences. Yurchuk V.V. Modern dictionary of psychology, Minsk, 2000, p.347
So, conflict is an open confrontation, a collision of two or more subjects and participants in social interaction, the causes of which are incompatible needs, interests and values.
According to the forms of manifestation, conflicts occur in all areas public life. I.E. Vorozheikin, A.Ya. Kibanov, D.K. Zakharov is distinguished by socio-economic, ethnic, interethnic, political, ideological, religious, military, social and everyday. Conflicts are distinguished by their significance for a group of people, as well as by the method of their resolution. There are constructive and destructive conflicts. Constructive conflicts are characterized by disagreements that affect fundamental aspects, problems of people’s lives, and the resolution of which takes the group to a new, higher and more effective level of development. Destructive conflicts lead to negative, often destructive actions.
The division of conflicts into types is quite arbitrary; there is no hard boundary between them.
There is a huge variety of causes of conflicts, due to various situations of interaction between people. A.A. Bodalev argues that the conflict in general is caused by three groups of reasons, due to:
Labor process;
Psychological characteristics of human relationships, that is, likes and dislikes, actions of the leader;
Personal identity of group members. Bodalev A.A. Personality and communication. - M.: Pedagogy, 1983.
According to E. Meliburda, human behavior in a conflict situation depends on the following psychological factors:
· activity of perception of conflict;
· openness and effectiveness of communication, readiness to discuss the problem;
· ability to create an atmosphere of mutual trust and cooperation;
· adequate self-assessment of one’s capabilities;
· desire to dominate;
· conservatism of thinking, views;
· integrity and straightforwardness of statements;
· a set of emotional qualities of a person. Meliburda E. I-You-We. Progress, 1986.
The reasons that cause conflicts are as varied as the conflicts themselves. Based on their sources and causes, conflicts are divided into objective and subjective. Objective factors include the natural clash of interests of people in the process of life. The main subjective reasons are the subjective assessment of the partner’s behavior as unacceptable, low conflict tolerance, poor development of empathy, etc. According to V.Ya. Zengenidze should distinguish between objective reasons and their perception by individuals. Objective reasons can be fairly conventionally presented in the form of several strengthened groups:
Limited resources to be distributed;
Differences in goals, values, methods of behavior, level of qualifications, education;
Poor communications;
Interdependence of tasks, incorrect distribution of responsibilities.
At the same time, objective reasons are the causes of conflict only when they make it impossible for an individual or group to realize their needs and affect personal or group interests. Ya.A. Antsupov, A.I. Shepilov argue that the causes of conflicts are objective-subjective in nature and can be combined into four groups: objective, organizational and managerial, socio-psychological, personal.
On the objective causes of conflicts A.Ya. Antsupov considers the natural clash of interests of people in the process of their life activities. Typical socio-psychological causes of conflicts include loss and distortion of information in the process of interpersonal communication, imbalance in the role interaction of people. Antsupov A.Ya., Shpilov A.I., Conflictology. - M.: Unity, 2000.
The main personal causes of conflicts, according to A.I. Shipilov, are: subjective assessment of a partner’s behavior as unacceptable, low resistance to conflict, poor development of empathy, and inadequate level of aspirations.
The basis of any conflict is a conflict situation - a hidden or open confrontation between two or more participants, including either contradictory positions of the parties on any issue, or opposing goals or means of achieving them in given conditions, or a divergence of interests, desires, and inclinations of opponents. A conflict situation, as a rule, arises in relationships and matures in practical activities; its emergence is facilitated by a more or less long period of hidden or one-sided dissatisfaction. A conflict situation is created both objectively, outside the wishes of people, due to prevailing circumstances, and subjectively, due to the deliberate aspirations of the opposing parties. It can persist for a certain time (usually in an open form), without leading to an incident and without, therefore, turning into an open conflict. Royak A.A. Psychological conflict and features of the individual development of a child’s personality. M., 1988.
For a conflict to arise, an incident is necessary - these are practical conflict actions of the participants (parties) of a conflict situation, which are characterized by uncompromising actions and are aimed at the obligatory mastery of the object of heightened counter interest. An incident usually occurs after a sharp escalation of a contradiction or when one of the parties begins to infringe on the other and provokes a clash. If the opposite side begins to act, then the conflict turns from potential to actual. Signals of conflict are: relationship crisis, tension in communication, general discomfort.
There are a number of stages in the dynamics of conflict development: the presumptive stage is associated with the emergence of conditions under which a conflict of interests may arise. These conditions include: a) a long-term conflict-free state of a collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later a desire arises to look for those responsible; everyone considers himself right side offended unfairly, it gives rise to conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) information-sensory hunger, lack of vital important information, prolonged absence of bright, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. e) style of organizing life and managing a team.
The stage of the emergence of a conflict is a clash of interests of various groups or individuals. It is possible in three main forms: a) a fundamental clash, when the satisfaction of some can be definitely realized only by infringing on the interests of others; b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) the idea of a conflict of interests arises, but this is an imaginary, apparent conflict that does not affect the interests of people, members of the team.
The stage of maturation of the conflict - a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious readiness to act in one way or another in order to remove the sources of the uncomfortable state. A state of psychological tension encourages an “attack” or a “retreat” from the source of unpleasant experiences. People around you can guess about a ripening conflict faster than its participants; they have more independent observations, judgments freer from subjective assessments. The psychological atmosphere of a team or group can also indicate the maturation of a conflict.
The stage of awareness of the conflict - the conflicting parties begin to realize, and not just feel, a conflict of interests. A number of options are possible here: a) both participants come to the conclusion that the conflicting relationship is inappropriate and are ready to abandon mutual claims; b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; another participant goes to further aggravation; considers the other party’s compliance as weakness; c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.
Thus, having studied the concept of conflict and the reasons for its occurrence, we can conclude that conflict is a form of social interaction between two or more subjects that arises due to a divergence of desires, interests, values or perceptions. The main personal causes of conflicts are: subjective assessment of a partner’s behavior as unacceptable, low resistance to conflict, poor development of empathy, and inadequate level of aspirations. Conflicts can be psychological and pedagogical. Conflicts are distinguished by their significance for a group of people, as well as by the method of their resolution. There are constructive and destructive conflicts. Let's take a closer look at the specifics of children's conflicts in older preschool age.
1.2 Peculiaritieschildren'sconflictsVseniorpreschoolage
In preschool age, the leading activity is role-playing play, and communication becomes its part and condition. From the point of view of D.B. Elkonin, “game is social in its content, in its nature, in its origin, that is, it arises from the conditions of a child’s life in society.” Special meaning for the development of the child’s personality, for his assimilation of elementary moral norms, they have relationships regarding the game, since it is here that the learned norms and rules of behavior are formed and actually manifested, which form the basis of the moral development of the preschooler, form the ability to communicate in a group of peers. Basics of communication: Program for the development of a child’s personality, communication skills with adults and peers. - St. Petersburg: Education, 1995.-195 p.)
A conflict situation develops into a conflict only when the child and peers act together. A similar situation arises in cases where there is a contradiction: between the demands of peers and the child’s objective capabilities in the game (the latter turn out to be lower than the requirements) or between the leading needs of the child and peers. In both cases, we are talking about the immaturity of the leading play activity of preschoolers, which contributes to the development of psychological conflict.
The reasons may be the child’s lack of initiative in establishing contacts with peers, the lack of emotional aspirations between the players, when, for example, the desire to command prompts the child to leave the game with a favorite friend and start playing with a less pleasant but pliable peer, and lack of communication skills. As a result of such interactions, two types of contradictions may arise: a discrepancy between the demands of peers and the child’s objective capabilities in the game, and a discrepancy in the motives of the game between the child and peers.
Antsupov A.Ya. identifies seven main reasons for conflicts in the game:
1. “Destruction of play” - this includes such actions of children that interrupt or complicate the process of play, for example, the destruction of play structures, play environments, as well as an imaginary play situation.
2. “About the choice of the general theme of the game” - in these cases, the dispute arises over what kind of joint game the children are going to play.
3. “Concerning the composition of the participants in the game” - here the question of who exactly will play this game is decided, i.e. who to include in the game and who to exclude.
4. “Because of roles” - these conflicts arise mainly due to disagreements between children about who will perform the most attractive or, conversely, unattractive role.
5. “Because of toys” - this includes disputes over the possession of toys, gaming items and attributes.
6. “About the plot of the game” - in these cases, children argue over how the game should be played, what kind of game situations, characters and what the actions of certain characters will be.
7. “About the correctness of game actions” - these are disputes about whether this or that child acts correctly or incorrectly in the game.
The obtained empirical data confirm what was described by D.B. Elkonin dynamics: in younger children, conflicts most often arise over toys, in middle-aged children - because of roles, and in older children - because of the rules of the game. Antsupov A.Ya., Shpilov A.I., Conflictology. - M.: Unity, 2000.
Thus, the reasons for the clashes that arise between children reflect their age-related development, when they gradually move from quarrels over toys to real discussions about how correctly this or that child acts during the game.
During preschool age, the motivation for play changes, which significantly affects the content of the child’s need for a peer, and the child’s interest in a peer as a bearer of human, personal qualities arises only towards the end of preschool age. Activities and relationships of preschool children / Ed. T. A. Repina. M., 1987.
As for younger preschoolers, the need for a peer, to unite with him, appears in the form of a need for him as a play partner. This is precisely the stage in the development of this need when the child needs a peer for purely practical, non-communicative purposes - to satisfy the acute desire to act and behave like adults. By this period (4 years), mastery of game operations becomes the main, defining requirement for a peer.
The role of gaming skills is so significant that children often prefer a rude, selfish, but “interestingly playing” child to a kind, sympathetic, but unattractive child at play. This does not mean that younger preschoolers are not yet able to assess the personal qualities of their partners.
At this age, most children can quite objectively characterize their comrades in terms of qualities that are important for joint cooperation, such as kindness, agreeableness, etc.
And, nevertheless, a peer, as noted in the studies of A.A. Royak is necessary for the child during this period, primarily in terms of his playing qualities: the game at this stage takes on a special personal meaning. Peers are especially active in avoiding contact with a child whose insufficient development of gaming skills is combined with ignorance of positive ways of cooperation, since he constantly interferes in games, interferes with their implementation, and unwittingly destroys buildings created by children. Royak A.A. Psychological conflict and features of the individual development of a child’s personality. M., 1988.
A child is also no less actively rejected by his peers if he has inadequate knowledge of methods of cooperation, which are found, on the one hand, in overly active children who do not know how to control their behavior, although they have playing skills and positive methods of cooperation. On the other hand, these are slow children who do not know how to develop the dynamism of action necessary in play, as a result of which their peers literally run away from them, despite the ability of such children to play and a friendly attitude towards their partners.
Deprived of the opportunity to fully participate in games, such children cannot satisfy their own urgent need to play together, which ultimately leads to a deep psychological conflict with peers.
By generating a conflict situation between the child and peers, the lack of development of gaming skills is revealed in the play interaction of children and leads to a mismatch (contradiction) between the requirements of the partners and the objective capabilities of the child in the game. However, as observations show, failure in the game, inability to become a full participant long time do not reduce the effective, active nature of the need itself.
From the second half of middle preschool age, children’s complaints begin to arise that “they don’t let them play,” which reflect the infringement of an essential need for the child. This is the first symptom of awareness of one’s own ill-being, of the inability to become a full participant in the game. It is during this period that cases of refusal to attend kindergarten arise, accompanied by a noticeable decrease in activity in making contacts, a gradual withdrawal from peers, and a decrease in mood.
Awareness of trouble in the game, in such an important “matter” for a preschooler, causes deep feelings in him, which become especially acute due to the high emotionality of this age, the desire to gain recognition and approval of his merits. And without receiving it, the child strives in every possible way to protect himself from an acute conflict traumatic situation, becoming more and more withdrawn into himself, gradually moving away from his peers.
However, the attitude towards them remains friendly. Understanding one’s own failure in the game for a long time does not change the child’s personal attitude towards children.
Distortion of attitudes towards peers appears much later, towards the end of middle preschool age and indicates the emergence of a new stage in the development of the conflict.
As noted by A.N. Leontyev, the child himself cannot get out of an acutely unfavorable situation; his experiences are increasingly generalized, deepened and aggravated. As a result, the actions of peers acquire a negative connotation in his eyes, seeming more and more unfair, and cause a tense affective state in the child, which finds outlet in open emotional protest, in negative behavioral reactions (increased sensitivity, stubbornness, distrust, rudeness, bitterness, even elements aggression), which indicates a qualitative change in attitude towards children and the entire direction of his behavior . Leontyev A.N. Selected psychological works: In 2 volumes - Vol. II. - M., 1983.
The negative attitude of peers contributes to the child’s formation of a misconception about himself, a sharp decrease in self-esteem and level of aspirations. Success in the game is so significant for a child of this age that its absence leads to a decrease in the most important personality formations - the level of aspirations and the associated self-esteem, and to a distortion of children's self-awareness.
Experiences go a long way towards the emergence of qualitative changes in a child’s behavior, in his attitude towards children, towards himself: from impulsive, unconscious emotional reactions to conscious, deep, intense affective states that distort the preschooler’s attitude towards himself and, ultimately, his overall positive orientation . After the open stage has arisen, the conflict, having become “mutual” and interpersonal, continues to develop and escalate.
A similar conflict with peers arises when a child, having mastered play skills and positive personal qualities, cannot implement them due to the inadequacy of the methods of cooperation. The main reasons in this case may lie in excessive motor activity or, on the contrary, the slowness of the child’s actions.
The situation of failure turns out to be especially negative for overly excitable children: negative behavioral reactions arising as a result of psychological conflict with peers often acquire a neurotic character.
An acute conflict with peers, followed by the child’s alienation from the children’s group, is also observed when, having mastered gaming skills, as well as methods of cooperation, the child realizes such skills only partially, constantly lagging behind his peers in his actions. Due to excessive slowness, such children are not able to match the dynamism of action necessary in the game. As a result, there are no long-term contacts with children.
Kalinina R.R. notes that diagnosing psychological conflict in preschoolers is very important early stages its development. Only at this time can it be corrected: teaching such children gaming skills, improving their ways of building relationships with peers, combined with a reorientation of the prevailing opinions of peers, further organizing gaming interaction can restore self-confidence, a joyful mood, and increase the initiative to make contacts . Kalinina R.R. Personal development training for preschoolers: activities, games, exercises. St. Petersburg: Rech, 2001.
Analysis of cases of psychological conflict between a child and peers reveals that its cause may be not only unformed operations, but also some distortions in the motives of the game.
In preschool age, due to the significant complication of activities, the emergence of role-playing games, the need to take into account the opinions of peers, to be able to manage one’s immediate desires and coordinate them with the desires of other children, the child’s motivational sphere changes significantly.
A hierarchy of motives arises, which, in turn, acquire a qualitatively different, unique character: indirect, social needs appear that can stimulate the child’s activities contrary to his immediate desires, through consciously accepted intentions and goals.
However, the learned norms do not always have the necessary motivating force for the child and do not in all cases determine his behavior. Moreover, already at this age there are often cases indicating distortions in the child’s motivation, the predominance of inhumane, selfish motives, often accompanying a low level of moral development.
Egoistic tendencies are especially pronounced in the behavior of children with authoritarian motives, in particular, those striving for absolute assertion in the game in the first roles. These tendencies are even more obvious when such a child manages to establish his position as a leader.
An authoritarian leader is a child who bases the management of the game on the principles of dominance and submission. Actively striving for play, such a child is actually driven only by the need for self-affirmation. The general formula for motivating children's games - "not to win, but to play" - turns out to be distorted here: not to play, but to win, to defend one's place as the main one. That is why they prefer to team up with low-initiative, conformist children of the group, who voluntarily accept secondary roles; joint play ceases to attract them if there is no opportunity to “dictate.”
Having an unkind attitude towards his play partners, the authoritarian leader experiences a positive emotional well-being: communicating mainly with conformist children, he constantly confirms his selfish aspirations. Satisfaction with his situation in such cases is evidenced by the child’s high self-esteem and level of aspirations, his “businesslike appearance,” the very tone in which he speaks with his play partners, his general cheerfulness and activity. Thus, there are no internal contradictions - the desire to suppress others is fully consistent with the moral feelings and beliefs of such a child: he is better than others, since he is a commander. However, such internal “well-being” has in a certain sense immoral character, since it is based on the desire to suppress others. Kokh I.A. Conflicts and their regulation. Ekaterinburg, 1997.
Since such a leader, as a rule, is played by children who voluntarily agree to “second” roles, such associations look outwardly quite favorable. But the results of the study by Prygin B.D. allow us to speak about the existence of a deep psychological conflict in the sphere of interpersonal relationships of children. This is evidenced by the absence of any mutual sympathy, low ratings that children give to each other's various skills and qualities, although they can play together for several years. Relationships between peers in kindergarten groups. /Ed. Repina T.A. - M.: Pedagogy. - 1978
Faupel K. notes that the presence of two such contradictory plans for children's relationships with an authoritarian type of play management: one - external, prosperous, the other - deeply conflicting - poses a serious danger both for the development of the personality of the leader and his partners. Fopel K. How to teach children to cooperate. Psychological games and exercises: A practical guide. - Genesis, 2003.
Receiving support in his selfish aspirations, such a “dictator” over time becomes even more authoritarian, confident in his own special significance, psychologically “deaf” to the requests and proposals of his partners, and his behavior, accordingly, becomes even more one-dimensional, devoid of any flexibility.
In addition, playing only secondary roles turns out to be an additional brake on the development of the initiative of his conforming partners, and at the same time the so important ability to creatively develop the game. And as a consequence of the above, the child may develop dependent behavior (since he is deprived of choice) and such undesirable qualities as flattery, obsequiousness, cunning, and dependent motivation.
When selfish, authoritarian aspirations dominate, their discrepancy with the democratic tendencies of partners leads to the emergence of conflict in interpersonal relationships. Its originality is that it does not cause intrapersonal conflict: the essential needs of the leader and his partners are constantly satisfied. The contradiction in motives does not affect them and therefore is not recognized by children, which contributes to the hidden (completely) nature of such a conflict.
Blocking a need, as a rule, distorts the child’s personal development; on the one hand, it contributes to the emergence of undesirable behavioral traits: self-doubt, distrust of peers, touchiness, rudeness, even elements of aggressive behavior; on the other hand, it negatively affects the child’s activity, sharply reducing his activity in the classroom with his objective possession of the necessary knowledge.
When there is a lack of satisfaction of the child's leading needs, the development of self-awareness is significantly disrupted, self-confidence and capabilities are sharply reduced, and self-esteem decreases. As a result, the process of self-regulation of the child and, thus, his personal creativity is inhibited, in the sense that L.I. puts into this concept. Antsyferova. Extremely significant in this regard is the presence of harmony between the demands of peers and the child’s objective capabilities in play, as well as between the leading needs of the child and peers.
Thus, a conflict in the motives of play inhibits the development of a child’s personality no less than a discrepancy in the operations of play. The results of the work of many authors indicate that if a child’s need for communication or joint activities with peers is not satisfied, it is not compensated for in any way in preschool age, causing the child difficult experiences and a state of extreme emotional distress.
1.3 CreationconditionsFordevelopmentskillsconflict-freebehaviorchildren
The skill of conflict-free behavior is a well-learned and automated way of acting in a specific situation. The problem of forming conflict-free behavior was dealt with by A.V. Zaporozhets, T.E. Sukharev, A.A. Royak, R.V. Ovcharova, A.N. Leontyev. According to these authors, there are many forms of developing conflict resolution skills in preschool age, and play ranks first among them.
Relationships around play are of particular importance for the development of a child’s personality, for his assimilation of elementary norms, since it is here that the learned norms and rules of behavior are formed and actually manifested, which form the basis of the moral development of a preschooler and form the ability to communicate in a group of peers. Bondarenko A.K., Matusin A.I. Raising children through play. - M.: Education. 2003. Play becomes one of the main activities of the child, in which he learns to communicate with peers. The game is one of effective forms the work of a teacher helping to prevent conflicts between children.
The game allows the child to model life situations, lose various options behavior during a conflict and helps to take an emotionally detached look at a negative communication situation.
Game activity is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in subjects of science and culture.
In the game, as a special type of social practice, norms are reproduced human life, as well as intellectual, emotional, moral development of the individual. In the process of gaming activities, conflict resolution skills are formed; a restructuring of behavior occurs - it becomes arbitrary; while playing, the child performs two functions simultaneously: on the one hand, he fulfills his role, and on the other, he controls his behavior. The norms underlying human relationships become, through game training, a source for the development of the child’s own behavior.
Each of the preschoolers can play in relation to the other the role of senior, equal or junior in their own psychological status. If a preschooler accepts the role assigned to him, then role conflict does not occur. Therefore, in the game it is important to understand what role the preschooler plays and what role he expects. Psychologically, the most comfortable role is often that of a senior. But this role is potentially more conflicting, since it is precisely this role that most often does not suit others. He doesn't want to play the role of the younger one. Therefore, when organizing role-playing games, the teacher should avoid the distribution of dominant roles. The most favorable way to prevent role conflict is the interaction of preschoolers as equals. Bondarenko A.K., Matusin A.I. Raising children through play. - M.: Education. 2003.
The game only seems carefree and easy on the surface. But in fact, she imperiously demands that the player give her the maximum of his energy, intelligence, endurance, and independence. Technology gaming methods prevention is aimed at teaching preschoolers to understand the motives of their behavior in play and in life, i.e. formulate goals for independent activity.
IN pedagogical activity When preventing conflicts among preschoolers, various methods, techniques and means are used.
One of the areas is the development of children’s communication skills with peers, which includes:
Firstly, instilling basic social skills: the ability to listen to another and show interest in him, maintain a general conversation, participate in a collective discussion, tactfully criticize and praise another, teaching them to jointly search for mutually beneficial solutions in complex, including conflict situations, training the ability to take responsibility.
Secondly, teach the child not to apply the standard of perfection to others or to himself, not to allow accusations or self-flagellation, and also to develop the desire to remain in contact all the time, learn to learn from failed communication.
Thirdly, provision must be made for children to be taught:
a) methods of self-regulation of their condition, which would allow them to escape from the power of the conflict, thereby restoring their social flexibility. Mastering self-regulation techniques will help the child lower his tone in time instead of uselessly proving that he is right, or try to come to an agreement in a conflict situation instead of reacting to it with offense and withdrawal from communication;
b) the ability to control one’s feelings, understand and distinguish between the emotional states of other people;
c) express friendly feelings, sympathy, sympathy and empathy for others.
We suggest using the following as the main methods, techniques, and forms of teaching children constructive ways to resolve conflict situations:
a) plot-wise - role-playing games(with the presence of a problematic situation);
b) imitation games (simulating in " pure form"some" human "process);
c) interactive games (games for interaction);
d) social and behavioral trainings;
e) playing out conflict situations and modeling ways out of them;
f) psycho-gymnastics;
g) reading and discussing works of art;
h) discussions.
A teacher in playful interaction with children can help them realize their values and set priorities, can also help them become tolerant, flexible and attentive, experience less fear, stress and feel less lonely.
He can teach them simple life wisdom:
Human relationships are of great value, and it is important to be able to maintain them so that they do not deteriorate;
Don't expect others to read your thoughts, tell them what you want, feel and think;
Don't offend other people and don't let them "lose face";
Don't attack others when you feel bad.
When creating conditions for the development of conflict-free behavior skills, the teacher must remember that conflict prevention is most effectively carried out in children's collective activities in the classroom. Joint activities unite children with a common goal, task, joys, sorrows, and feelings for a common cause. There is a distribution of responsibilities and coordination of actions. By participating in joint activities, a preschooler learns to give in to the wishes of his peers or convince them that he is right, and to make efforts to achieve a common result. Lisetsky M.S. Psychology of interpersonal conflict in older preschool age./M.S. Lisetsky - M.: Samara. 2006.
2. Experimentalresearchdevelopmentskillsconflict-freebehaviormeansgameactivitiesatchildrenseniorpreschoolage
2.1 Revealinglevelconflictbehavioratchildrenseniorpreschoolage
The experiment was carried out on the basis of State Budget Educational Institution Lyceum No. 1557 in Zelenograd. It was attended by 20 children of the older group (8 boys and 12 girls) aged 5-6 years. The experiment consisted of three stages - ascertaining, formative and control. Research was carried out over 3 months.
Based on a theoretical analysis of the psychological and pedagogical literature on the research problem, we formulated the following hypothesis: the process of developing skills of conflict-free behavior in children of senior preschool age will be effective with the purposeful creation of the following psychological and pedagogical conditions: - using a complex of interactive games in working with children aimed on the formation of cohesion and cooperation, teaching effective ways of communication, forming a claim for social recognition and relieving conflict in children;
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Formation of conflict-free behavior skills
Basic conditions for effective conflict management in teaching activities:
- discovery of the causes of the conflict by the teacher;
- awareness of the conflict by the teacher;
- taking into account the characteristics of the social experience of participants in the conflict;
- ability to predict possible options behavior of conflict participants in subsequent life situations.
There are four possible strategies for managing conflict in a teacher’s work:
A. Prevention.
B. Suppression.
B. Postponement.
D. Permission.
Let's look at them in more detail.
A. Conflict prevention strategy: analyze the conflict situation and eliminate the real subject of the conflict.
B. Strategies for suppressing conflict, which are applied to conflicts in an irreversibly destructive phase and to pointless conflicts:
- Purposefully and consistently reduce the number of conflicting people.
- Develop a system of rules, norms, regulations that regulate relationships between people (children) who are potentially in conflict with each other.
- Create and continuously maintain conditions that make it difficult or prevent direct interaction between people (children) who have potential conflicts with each other.
B. Delay strategies are temporary measures, they only help to reduce the conflict so that later, when conditions are ripe, it can be resolved:
1. Change the teacher’s attitude towards the conflicting party:
a) change the strength of one or both conflicting parties in the imagination of the opposite side;
b) reduce or increase the role or place of one of the conflicting ones in the imagination of the other.
- Change the teacher’s understanding of the conflict situation (the conditions of the conflict, the relationships of people associated with it, etc.).
- Change the significance (character, form) of the conflict object in the teacher’s imagination and thereby make it less conflicting (reduce or increase the value of the conflict object, as a result of which it may become unnecessary or unattainable).
Think about where and how you could use the above strategies? How constructive is this?
D. Principles of conflict resolution. 1. Understanding the conflict, that is, awareness of the real problem, the balance of power in the conflict, the subject of the conflict, knowledge of difficult personalities, orientation in the phases of the conflict:
a) escalation phase (it is possible to successfully block the development of a conflict at the stage of its emergence. One of effective ways blocking the conflict - transferring it from the plane of communication to the plane of action. For example, at the moment when you notice a rise in tension between two students, give them both some assignment);
b) implementation phase (passions are raging, participants are excited and demonstrate “power techniques” in every possible way. It is advisable to give each participant the opportunity to speak out separately);
c) fading phase (those in conflict have exhausted their strength and energy. At this stage, the causes of conflicts can be identified and eliminated, and the problem can be resolved).
2. Anticipation of conflict, that is, forecasting potential conflicts; predicting the behavior of a difficult personality in a conflict.
Let us dwell in more detail on tactical methods of conflict resolution. They include general recommendations, features of non-verbal behavior tactics and ways of conducting a conversation.
- naturalness;
- tolerance for the weaknesses of the interlocutor;
- sympathy for him, participation;
- endurance and self-control;
- calm tone;
- conciseness and laconicism.
It is necessary to construct phrases so that they evoke a neutral or positive reaction from the interlocutor. Avoid personal assessments, like: “I never thought you were so rude.” To do this, you can express your feelings in words: “When you do X in situation Y, then. I feel Z (anger, irritation, aggression, disappointment, sadness, joy, happiness, inspiration, lightness, elation, calm, etc.).” The majority notes that after this phrase, calmness and a sober assessment of the situation appear;
9) Slightly tighten the rhythm and pace of the conversation if the interlocutor is overly excited or speaks too quickly;
- try to mentally put yourself in your partner’s shoes and understand what events led him to such a state;
- try to feel: “What would it be like for me in that state?”;
- Remember that sometimes there are no right or wrong positions or answers.
B. Non-verbal behavior:
- let them speak out, avoid shouting or interrupting;
- listen carefully;
- pause if the interlocutor is too active;
- show that you understand the state of the interlocutor (nod, lean slightly towards the interlocutor, etc.);
5) Reduce the distance, equalize positions (approach, sit down, if necessary, touch, maybe smile).
B. Ways of conducting a conversation:
- greet the interlocutor kindly;
- offer to sit down (and sit down, if possible, at an acute or right angle to the interlocutor, not too far from him, avoid barriers between you in the form of a table, desk, etc.);
- talk about your well-being, the state that the interlocutor’s words caused you;
- talk about the state and well-being of the interlocutor;
- turn to facts (avoid emotional assessments);
- admit fault where it exists;
- admit that your interlocutor is right in those points where he is undoubtedly right;
- make your interlocutor feel that you understand how important the issue he is talking about is;
- emphasize the commonality of interests, goals, and objectives with the interlocutor;
- show that you are interested in solving the problem;
- share responsibility for solving the problem with the interlocutor;
- note that you trust your interlocutor;
- emphasize best qualities a partner who will help you solve the problem;
- note the importance of the partner, his place, role in the group, strong qualities, good attitude towards him from others;
- ask your interlocutor for advice on what he would do in your place in this situation.
