Features of resolving interpersonal conflicts in elementary school. School conflicts: types, solutions, techniques and examples

Unfortunately, very often a child grows up, but communication problems remain, and younger schoolchildren sometimes have no less of them than preschool children. If your child is bullied at school, you can not let the situation get out of control: sometimes harmless at first glance, ridicule turns into real persecution. And then the whole class is drawn into the school conflict between two or three students. Sometimes this opposition is so strong that even experienced teachers find it difficult to eliminate it.

The causes of conflicts and grievances among younger schoolchildren are approximately the same as in kindergarten. They only add those that, due to age and skills, are inaccessible to preschool children, for example, textual insults through social networks Internet or telephone sms plus academic success or failure.

There is no need to be afraid of conflicts in the school environment, in any case they are inevitable, but it is necessary to prepare the baby. Some of your peers will dislike your son or your daughter, someone will remain indifferent. Your task is to explain to the child that all people are different and that they have different feelings, including for him. It is better to tell using examples from the life of the baby himself, to recall cases: “Remember, it was unpleasant for you to play with Tolik? Did Misha not want to be friends with you? ".

Problems of communication between schoolchildren are sometimes intensified. Classmates may not agree with each other, argue to offensive words. Someone will interfere with the rest of the students in the classroom or run around and push everyone in a row during breaks. And someone will be angry that he received a lower grade than his desk mate, and will begin to insult and tease and call names the unsuspecting “excellent student”. Even different tastes can serve as the cause of school conflicts: one child likes magazines with Masha and the bear, and the other - with fairies or cars, ships. But this is not a reason to change your tastes and hobbies or to try to defend your point of view with your fists. To avoid conflicts, already in junior school age you need to be able to defend your opinion and resist those who don’t like it, you need to be a strong personality, they try not to offend or oppress such guys.

How can a younger student avoid problems in communicating with peers?

Before giving advice on resolving school conflicts, try to help your child build relationships with classmates from day one. Then maybe protection is not needed?

To prevent younger students from having problems communicating with peers, take the following steps:

• First of all, if the baby has any health problems, be sure to warn the teacher. Perhaps the child needs to take timely medicine, or the baby has a stutter or a skin disease, or he has bedwetting. The teacher must know about such problems in order to avoid conflicts between younger students! In addition, the teacher will be able to protect the child from the ridicule of classmates.
• Pay close attention to general school requirements. There is no point in giving your daughter a “pink T-shirt and funny pants” for physical education if all the guys are in white T-shirts and black shorts. Such a discrepancy in form can cause a hail of ridicule among the baby's classmates. You think the color of the T-shirt is not important, but it will be a tragedy for a girl when one of the boys starts pointing fingers at her and shouting offensive nicknames. Note that we are talking about general school requirements for lessons, and not about indulging a child and rushing to buy "the same cool pencil case as Katya's."
• To prevent conflicts in the school environment, help the child to join the team, find friends - it is very important for him to learn to "live with the class." Let the kid, with your help, choose a circle or section for himself, like classes. Find out which studios, circles or sections his classmates go to. Perhaps the coincidence of interests will help the guys make friends.
• To avoid school conflicts between children, do not rush to pick up the child immediately after school, it is better to take the baby to French and drawing not immediately “after school”. Children usually play for a while. school yard, such joint games help to make friends. And parents, by the way, at this time can discuss some common class events, agree on joint excursions, organize a holiday or a “camping trip”, a trip. Events like this bring kids together.
• In order to avoid conflicts in the classroom, encourage your child to communicate with classmates - invite someone to visit or accept the invitation himself. Celebrating birthdays together is also a wonderful tradition in some elementary school classes. I know from experience that when children communicate not only in the classroom, but also outside of school, there are much fewer conflicts and “showdowns” between them. Why? Children learn to find mutual language”, recognize the strong and weak sides each other, and to the extent of their abilities, they try not to offend or be offended.
• At home, talk more with your child, be interested in his school and extracurricular activities. Pay special attention to the feelings and mood of the baby, they will help you notice in time if something goes wrong.
• If the baby is increasingly "walking away from reality" and spends a lot of time at the computer, this is a wake-up call. Those children who have no one to play with real life often become addicted to so-called gadgets. And those who are offended in life, who often become a participant in conflicts between schoolchildren, go into the virtual world, where they feel strong and confident. In such a situation, try to give the child more of your precious (without any irony!) Time. Go for walks together in the nearest park or forest, go to the theater and cinema, and even going to the supermarket (with conversations along the way) will bring you and your baby closer.

Conflicts in the classroom between students: examples and causes

A striking example of school conflicts is name-calling of students. Name calling is always a test of the child's "I" for psychological strength ... If we ask a child why they tease him, we will often hear a typical answer: they want to bring me down! As a psychologist, naturally, I immediately want to ask a fundamentally important question: to bring it to what? After all, this is where the whole point of the “teasing” situation lies. In how a potential victim behaves in this acute stressful situation, she will reveal herself very clearly. Actually, everything unfolds for the sake of it. It is not for nothing that such an interpersonal conflict between younger schoolchildren is characterized by the following role alignment: aggressor - potential victim - observers (playing the role of a choir in an ancient Greek tragedy). Usually these observers are always present. They make up public opinion, make an assessment of the behavior of the participants, distribute it around the world. It is no coincidence that newcomers are teased especially strongly and teased especially often during the showdown period, when the children's group or class is gradually taking shape as a structured community of different people.

Children at primary school age are much more likely to come up with nicknames and offensive teasers. Let's see what is the purpose of this.

• To play. An approximate train of thought of the offender: “I'll tease - he will run after me, and we will play catch-up. Fun!"
• Cheer up those around you. The child did not even think to offend anyone, he just wanted to attract the attention of his peers, so he “joked” so that everyone would laugh.
• Try "for strength". Here the offender provokes another child to respond. Maybe because the "enemy" is somehow unpleasant, maybe to "measure one's strength" (such "battles" are especially used by boys).
• assert yourself. And to assert itself at the expense of others. The offender is trying to "rise" in his own eyes, to make sure that he is better, smarter, stronger, faster.
• Get the attention of adults. Unable to earn praise, experiencing communication problems, school-age children are often brash and misbehave. Thus - calling names, teasing others - the baby literally “shouts” to adults: “Pay attention to me! I don’t know how to do it differently, but I want to be noticed!” (And they notice - they punish.)
• Throw out aggression. But here to offend, to hurt more painfully is a conscious goal. Own anger (they took away the toy, pushed, hit in the game) is looking for a way out and finds it in offensive screams.
• Out of envy. Jealous not only "Aunt Masha Aunt Zina, that she has a dress from Paris." A little offender may envy someone else's toy, a beautiful outfit, a brand new mobile phone. And a decision arises in the soul to “restore justice”: “You, of course, have a new car, but you are a sleepy turtle, everyone overtook you in physical education!”
• For self-defense. Few of the younger students will be able to resist and not call the offender in response.

Teasers and name-calling are needed by the offender in order to splash out, “solve” their own internal problems at the expense of other guys.

How to prevent communication problems in primary school age: conflict prevention

Keeping in mind the causes of school conflicts, parents should be careful what they say in front of their children, even if it is assumed that they "do not hear" or "do not understand." Most types of intolerance and ways to show it to children are “prompted” by parents. And it is useless to inspire something to the baby if your behavior remains unchanged. Do not “prompt” these teasers to the child yourself. Often adults provoke children into unwanted behavior by discussing “what a fat Masha is from their group”, or by wondering if the children of Maxim are teasing “bespectacled”.

The obvious is not the most important thing. To prevent school conflicts, parents should show the child that appearance, gender, nationality, and even behavioral patterns are not the same. great importance. The instructive game "Candy" will help with this. Take a delicious piece of candy and wrap it in an inconspicuous wrapper (you can make your own out of plain paper). Let the child make sure that the candy is delicious. Talk to him about what happens among people like this: the appearance is not very attractive, but inside the person is very kind and good.

Remember that we are talking about conflicts between younger students, so a game and a fairy tale can become the main assistants in resolving disputes. Russian fairy tales are a treasure trove folk wisdom. Especially those where the characters act together, solving some problem. For example, in the fairy tale "Teremok", where at the end all the animals built a house together, or in the fairy tale "Turnip", where all the characters were united by a common goal. When reading a fairy tale to a child, discuss the features of each of the characters. Pay attention to the fact that they are all different, but each of them is good in its own way. Also play with your child, and let the plot of the game be based on a real situation when the kid was intolerant of the shortcomings of others. During the game, consult with the child, what feelings the characters are experiencing, how best they should act. Through a game and a fairy tale, this “lesson” will be learned much more successfully than through moralizing and punishment.

Intolerance is replaced by either interest or sympathy. Intolerance is a strong feeling, and one must understand that either other, more noble feelings will come to replace it, or it will not go anywhere. Therefore, eradicating intolerance, it is necessary to determine what will “grow” in this place later. To resolve school conflicts, intolerance can be replaced by interest (“I wonder why he behaves like that?”) Or sympathy (“It must be hard to live if you are lame”). Interest can be born if the child is encouraged to talk about what is happening, and not just state or condemn. Of course, this is a later stage of development, and very few preschoolers are capable of this. But the "seeds" of an interested view of the world can be planted now. In some cases, when the characteristics (in appearance or health) of another person are such that they cannot be changed, it is necessary to teach the child to show compassion, sympathy, so that he grows up as a caring person.

If you still can’t build relationships with classmates (or specifically with one of them) and the baby is teased, called names and bullied, use the following tips.

What to do to a child if he is offended by peers at school: advice from a psychologist

Does your baby lack life experience, communication experience, is he touchy or simply does not know how to respond to teasers? There are simple, ineffective psychological defense techniques that you can teach your child. This will help him have in his arsenal a stock of possible responses to grievances.

In the event that your child is being bullied at school, heed the following advice from psychologists:

• Teach your child not to generalize. When the child says: “Everyone offends me!” Ask him: “Does Vitya offend you? Not? And Dima? And Larisa? And Sonya? » Start with the names of children about whom you know for sure that they do not offend the baby. With such an “analysis”, the child himself will come to the conclusion that not everyone offends him, but only some. And if “not everyone” offends (you can’t defeat everyone!), Then you can show resistance.
• Teach your child not to succumb to provocations. The kid should be able to refuse if he doesn’t want to do something, or it’s unpleasant, or “they take it weakly.” Discuss such cases with the baby in advance, you never know what situation he will be in. For example, after school, your son is waiting for you in the school yard, and you do not allow him to leave from there. Surely one of the children at some point will tease the baby and provoke him to violate the ban. Prepare and learn the phrase with your child: “My parents are worried about me, and I gave my word of honor not to leave (do not take off my jacket, do not run to the construction site ...). Like a real man, I keep my word.” The phrase is universal, the child must be able to substitute in it the words of the prohibition necessary in a particular situation.
• Prepare the baby for various “standard” situations if you understand that they will tease the child (the baby is red-haired, or full, or with an unusual first name, or wears glasses, etc.). If peers offend the child at school, come up with and learn “answers” ​​to teasers, preferably funny, amusing ones so that the child can use them.
• The best defense against conflict among schoolchildren is an attack. This technique concerns precisely those children who are “guaranteed” to be ridiculed (see the previous paragraph). To protect yourself from insults, you must not hide your peculiarity, but make it your "brand name". For example, stick funny emoticons on the frame of your glasses. Or braid an intricate pigtail for a red-haired daughter, let her say that such hairstyles really suit redheads. Or, remembering the notorious Harry Potter, to be allowed to see, touch the scar, a large mole that aroused the interest of classmates. To do this openly, then it will become inconvenient just for those who are interested.
• Conflicts at school age can be avoided if you play “aggression” at home, play the play “They took away a thing”, “Call them”, “Climb into a fight”. You show the child the types of "attack" and together figure out how to defend yourself. You can also fight as a joke, so the child can be both defeated and victorious. The child must understand that in the class he can be “tested for strength” - will he answer if pushed? call? Grab or throw a pencil case off the desk? It is important to answer immediately, to protect yourself. When giving your child examples of solving school conflicts, teach him that in no case should you start bullying first, but also not allow yourself to be offended. Sometimes you have to respond to an offensive word in the same way, to a blow - with a blow, albeit inept. This will make it clear to the offenders that the child will defend himself. Protective techniques that you rehearse at home will help your baby not become a passive victim.
• For the prevention of conflicts in the school community, the “three-step method” is very effective - a kind of instruction if verbal resentment develops into physical aggression. Usually, after applying this method, the number of aggressive manifestations in relation to the baby decreases. But I want to warn you right away: this method is used in extreme cases! And you can apply it in relation to boys, only the first step is suitable for offending girls.

Step one. To the words or actions of the offender, say in a calm, firm tone, without begging or tearful intonations: “I don’t like (dislike) what you say (do).” The tone, the facial expression of the child is important, so rehearse at home in front of the mirror.

Step two. If the offender continues, say again in the same tone: “I don’t like (dislike) what you say (do). If you don't stop, I'll hit you."

Step three. If the warning does not work, you can hit the offender. But, I repeat, this is an extreme case!

If a child is being bullied at school, these childish "psychological self-defense" techniques can be very effective.

Features of conflicts in primary school age and ways to resolve them

One of the features of school conflicts is that children offend those who are not respected. Therefore, teach your child to show their strengths. Kindness and responsiveness are always appreciated between children, justice is one of the strongest qualities for which children respect. So, bring up these qualities in your baby, try to teach friendly communication.

And in this regard, we can recall two girls from the same graduation of elementary school. One girl is tall, thin, with crooked stick legs, liquid “tails” on her head and eternal “from two to three” in her diary ... Have you imagined? And the second - an excellent student, a beauty with blue eyes and blond curls - a doll from a fairy tale! So the first is the soul of the class, and then the school, a cheerful ringleader and a fair "referee" in all disputes. Nobody ever called her names, on the contrary, in high school, boys fell in love without exception. As for the doll, she was not liked in the class, and she changed several schools because of her habit of talking and doing nasty things on the sly.

You will greatly help your child find a way to resolve school conflicts if you teach them to respond to offenders. In unpleasant situations, it is important that the “last word” remains with the baby, often this allows you to avoid further insults.

It’s great if the kid has a sense of humor and can instantly “shave off” with a word. But, unfortunately, usually the child is lost and cannot find words in response to rudeness (however, like many adults). Come up with a few responses ahead of time, such as the teaser “fat!” you can answer: “And I'm proud of it! Good man there must be a lot!”, “You don’t understand, I’m not fat, but solid!” The main thing in these answers is not what is said, but how it is said. Calmly, with your head held high, confidently and looking the offender straight in the eyes. Rehearse in front of a mirror, let the baby learn to pronounce the phrase loudly and clearly.

You can loudly, sharply and even angrily say: “You can’t tease me!” Similar phrases: “I want you to get behind!”, “I want you to leave me alone!” Clarity and loudness of speech are important here, train your baby.

Many phrases are passed down from generation to generation, such as:“I hear from this!”, “Whoever calls himself that, he himself is called that!”, “It's you, and who am I? "They are called excuses, they are pronounced automatically and for kids they have truly magical powers: like a boomerang, they return to the offender. And most importantly, in a conflict situation, when you get lost, you don’t have to invent anything, these phrases “pop up” by themselves. It's good if your child knows them too. Here are a few more excuses: “Black cash desk, I have the key, who calls names - on himself!”, “There was a crocodile, he swallowed your word, but left mine!”, “And I’ll put up a ladder and rearrange all the letters!”, “Chiki -tracks - wall! (at the same time, the baby puts a “barrier” with his hand between himself and the offender).

If the baby is called an offensive nickname, you can teach the following answer:“I didn’t even know that was your name! It’s very nice, and I’m Petya!” Or to a name-calling, for example, “confused”, answer: “Hello, Confused, nice to meet you! My name is Serezha!

If the offender does not lag behind and continues to say the same thing, you can “connect” irony or mockery:“Is that all you can say? "," Yes, I'm wearing glasses, but not the most stupid", "Do you know anything smarter? »

Roughly speaking, you can say:“While you are talking to me like that, I can’t hear you” (option: “While you are talking to me in that tone, I can’t hear you”), and move away, don’t talk, don’t pay attention to the offender - in a word, try not to to react. You can answer when the baby is called by name.

With each call, ask again:"I'm sorry, what?"

To answer exaggeratedly politely, as if thanks to:“Thank you for such close attention to me!”

A few more phrases if the baby feels that name-calling turns into insults:“This doesn’t suit you”, “Something I no longer want to be friends with you”, “If you want, fight without me.”

Below are a few more ways to resolve school conflicts.

• Learn to change tactics. Talk to the baby, ask how the conflict usually occurs and how the child reacts. Usually the schemes do not change, the actions of the participants are predictable, and the “spectators” expect the usual outcome. Come up with and act out at home with your baby some unusual action in response to an insult. For example, look into the eyes of the offender, smile and ask: “Why do you want to offend me? » Or start laughing along with the offender and the “spectators” (i.e. spoil their fun). Perhaps such unexpected behavior of the child will help to take a step towards "reconciliation of the parties." But the child must be prepared that they will not leave him immediately, or maybe they will also try to change tactics.
• "So what?"- repeat for each name-calling or insult. Affects both children and adults, as any "evidence" breaks down on this issue.
• "Addendum from below". This is the name of the method of communication in psychology, but it is necessary to teach it to kids who are confident in their abilities, with adequate self-esteem. The reception consists in “agreement” - no matter what the offender says, the child agrees with him, laughing or ironically. For example, with a laugh, declare to a teaser: “Yes, exactly! I am just like that!” Or: "That's right! You correctly noticed! True, others do not see anything like that in me!” Or: “Strange, no one noticed that I was stupid. It's good that you told me!"
• Keeping in mind the peculiarities of conflicts in primary school age, teach children techniques using laughter. True, before teaching such techniques, it is necessary to instill self-confidence in the child. When the baby reacts to insults with tears and anger, he only provokes the offenders, because this is exactly the behavior they are trying to achieve. But to overcome the insult (“It’s difficult, baby, but it works!”) And not to give in in response, but only a strong person can laugh. You can laugh at the offender in response with the words: “You talk so funny!” Or: "Well, you're funny-oh-oh!" Ask again and “convict” of ignorance: “Am I an elephant? Who am I? Wow! Don't you know that elephants are huge and can't talk? And they don't go to school!
• Ignoring. This is one of the main methods of "psychological self-defense". It is the most difficult and most effective, because, without receiving an answer, the offender loses interest: what is the joy of calling names when you are an empty place for the “target”? The child needs to be explained that the weak are called names and teased, those who cannot assert themselves otherwise. So they are trying to "offend, hurt and rejoice." “The task of the child is not to allow himself to be emotionally hooked. If someone calls names, it's not you who are bad, but he is behaving badly. If your clothes were taken away, it’s not you who are bad, it’s him who behaves unacceptably. Therefore, it’s one thing to get your clothes back (all participants understand that this is not a problem, while the child’s parents are waiting outside, who in any case will come to his aid), and another thing is to wind up, cry, try to take away clothes, etc. This is not what you can do.” You don’t have to “sink to the level of the weak”, you need to learn to be calm, confident. It is very difficult to restrain oneself when attacked and offended. And for that
  o in order not to show your irritation, anger, resentment in conflicts outwardly (face, look, facial expressions, gestures), you need to practice at home, it is better in front of a mirror.

Examples of conflict resolution in the school environment between students

To avoid problems in communication between children of primary school age, teach your child to use the following techniques for "inner calm":

• “Turn on your favorite song at full volume” in your head so that it “drowns out” offensive words;
• imagine that the offender is an empty place, he is not here;
• imagine that you are in a large glass jar (or in a glass flask, in a glass house) and no sounds are heard through the thick glass;
• imagine how you put on an invisibility cap on the offender, and he disappears;
• look the other way, remember a funny story and laugh;
• turn away and start a conversation with another child;
• do some other interesting or important thing (for example, turn your back on the offender and prepare for the next lesson).

“It is still impossible to protect a child from such situations, therefore, teaching how to react correctly is the only way that will come in handy a hundred times in life. Then, when the child learns not to turn on, he will already be able to practice and respond.

Turn any situation to your advantage. Then the whole crowd will begin to laugh not at him, but at the offender, no one will want to mess with him. But you can only joke with a cool head, so learning not to react is the very first thing to do. (Anonymous forum user.)

Search better ways self-defense. When you and your child are looking for a way out of “offensive” situations, ask him how he would like to be able to defend himself. Take a piece of paper and write down everything the child has suggested. Not the fact that you will like the "I would kill him!" or “I’ll trip her up, let her fall off the stairs!”, But now it’s just your business to write down. When the “scary places” fantasies are exhausted, suggest and write down a few of your own ways (use the ones you just read about). Be sure to tell your baby a few cases from your own experience, let him know how you managed to cope with resentment and get out of conflict situations. Another good technique is to give examples from the lives of people whom the child loves and respects. It can be relatives, famous artists, movie characters. Of course, it is necessary to prepare for such a conversation, remember the necessary examples. Appropriate ways of self-defense also enter in the list.

And then, point by point, discuss all the pros and cons of each technique. Let the kid choose those that suit him, and start home workouts.

What to do if your child is bullied at school by classmates

How a child participating in conflict situations should behave, you got an idea. What should parents do if their child is being bullied at school?

Remember, please, that schoolchildren react very sharply to the intervention of parents in "their lives." Any scandalous visit to a teacher or principal will add problems to your child, they will tease him even more (“holding on to his mother’s skirt”, “sissy”, “sneak, brought his parents!”, Etc.) Another big minus is your intervention will reduce the baby’s self-confidence and cause dissatisfaction with you: “I couldn’t cope on my own ... And why did mom go to the director? It’s worse for me now, no one in the class is friends with me ... "Therefore, as Carlson said," calm, only calm! The purpose of your visit is not a scandal, but a necessary measure to protect the child. So what do you do if your child is being bullied at school?

• Before the meeting, outline what and how you want to say, decide for yourself what results of the conversation you want to achieve.
• Politely and calmly arrange a meeting with the child's class teacher
• It may be worth asking for the school psychologist to be present at the meeting.
• During the conversation, keep in mind that the teacher may not know that your child is being bullied (although this is unlikely in elementary grades).
• Be sure to bring concrete examples insults, if you know - with the names of the offenders.
• Listen to the teacher's opinion. Specify on what facts (not on assessments of behavior - “he is a bully” or “she is a hooligan”) the teacher’s point of view is based.
• If your child is offended by classmates at school, ask how the class works with violators of discipline, what measures the teacher uses.
• Discuss in conversation what actions the teacher suggests to protect your child.
• Make an appointment for a new meeting after a certain period of time, for example, in two or three weeks, to find out what results have been achieved.
• If you are dissatisfied with the result of the conversation or the meeting, in your opinion, will not lead to positive changes, you have the right to contact the school administration (the head teacher or director).
• If the administration did not help, contact the higher organizations - the district or city department of education.
• In the event that the conflict takes the form of bullying or child abuse causes physical harm to your baby, you can contact law enforcement.

Note. All applications that you submit (it is better to go to the organization yourself) must be dated and signed by the receiving person.

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Development of the ability to eliminate conflict situations in younger students

INTRODUCTION

Interest in the theoretical and practical study of conflicts is currently due to the increased conflict and tension in various spheres of life. A certain contradiction has arisen between the demands of conflict management practice and the theoretical and practical possibilities of modern psychology in understanding ongoing phenomena and developing practical approaches and recommendations for working with conflicts.
In the modern world, all spheres of human life are permeated with contradictions that create the basis for various kinds of conflict situations. Their number is steadily increasing in the context of the permanent crisis in which Russian society finds itself. Conflicts and conflict situations in the education system are largely due to the authoritarian system of management of the pedagogical process. The ongoing economic and social transformations are changing the content and functions of education.
Primary school, being a social institution, is directly affected by the aggravation of contradictions in society. Since educational, labor and family activities of people intersect in it, participants of different status and age are involved in school conflicts. Even without being participants in the conflict, students can feel its negative consequences and learn negative stereotypes of behavior. The modern teacher is faced with the task of constructive work to prevent and resolve conflicts that pose a danger to the normal functioning of the educational process.
The relevance of this work determines that one of the most intensively developing areas of modern theoretical knowledge and practice is conflictology, which is an interdisciplinary approach to understanding, describing and managing conflict phenomena. different levels and behavior of the subject in a conflict situation.
Analysis special literature, the study of the practical state of the problem suggests that today the process of preparing a future teacher for conflict prevention in its diverse aspects has not yet become the subject of a comprehensive study. Teachers generally have an abstract idea of ​​how to deal with conflicts in various systems of relationships, both as a participant and as a mediator, and need additional knowledge and training to resolve conflicts.
The relevance of the chosen direction of research is determined by the need to resolve contradictions between:
a) the current level of development of the science of conflictology and the insufficient development of the theory of pedagogical conflicts;
b) awareness by future specialists of the importance and significance of mastering the skills to prevent conflict situations and the lack of experience in their prevention in pedagogical communication;
c) the need for theoretical justification and scientific and methodological support for the process of preparing future specialists for the prevention of conflict situations and the insufficient development of pedagogical technologies in this area.
The identified contradictions determine the following research problem: the insufficient development of pedagogical technologies in the field of conflict resolution and the small amount of literature on this topic leads to the fact that young specialists are not sufficiently prepared both to resolve conflict situations that arise in the pedagogical process and to develop schoolchildren's skills not to create conflicts; What technologies need to be mastered to effectively resolve the conflicts that have arisen?
Target: to study typical conflict situations, to consider the main conditions for the development of schoolchildren's skills not to create conflict situations.
An object: process of pedagogical communication.
Subject: conditions for the development of schoolchildren's skills not to create conflict situations.
Tasks.
1. To identify the state of the problem of conflicts in the psychological and pedagogical literature.
2. Determine the basic conditions for successful conflict resolution.
3. To classify the methods of developing schoolchildren's skills not to create conflict situations.
Methodological basis. The conflict in its various aspects, the multifactorial nature and complexity of this phenomenon is studied by conflictology: the general theoretical provisions of domestic psychologists of modern science of science, which allow revealing the essence of interpersonal conflict, its determinants, content, structural-dynamic and functional characteristics(A.Ya. Antsupov, N.V., Grishina, G.V. Gryzunova, N.I. Leonov), its influence on personal and interpersonal relationships(A. Ya. Antsupov, E. E. Venderov, E. M. Dubovskaya, A. A. Ershov, G. Simmel, L. Kozer, R. A. Krichevsky), psychological climate, performance efficiency, and ways of regulation conflict interaction of development (N. V. Grishina, personalities N. I. Leonov, B. G. Ananiev, L. A. Petrovskaya, B. I. Khasan, E. Erikson); domestic research I. Kon, (K. A. Abulkhanova, A. V. Petrovsky, L. A. Petrovskaya, V. I. Slobodchikov, V. V. Stolin, G. A. Tsukerman, E. Erikson, etc.) ; studies of the mechanisms of interpersonal perception (A. A. Bodalev, B. Borisenko, T. P. Gavrilova, V. Gmarin, K. E. Danilin, V. K. Zaretsky, R. May, E. R. Novikova, A. B. (Orlov, A. V. Petrovsky, L. A. Petrovskaya, E. I. Rogov, K. Roger, I. N. Semenov, Yu. Stepanov, A. B. Kholmogorova, I. M. Yusupov, etc.) ; typology of students' personality (B. G. Rubin, Yu. Kolesnikov).
Research methods: theoretical research methods were used: theoretical analysis of literature, generalization and systematization of knowledge;
Theoretical significance of the results of the study: the concept of interpersonal conflict arising in the course of interpersonal interaction of schoolchildren was clarified; the concept of the conditions for the regulation of interpersonal conflicts and the idea of ​​ways to influence the increase in the range of productive strategies for the behavior of a subject in a conflict has been expanded, due to the development of understanding and perception of a conflict situation; the forms and methods of developing schoolchildren's skills not to create conflict situations are systematized.
The practical significance of the research results: the studied and systematized material will be used when writing the graduation qualifying work and in the practical activities of the student.
Work structure. Course work consists of an introduction, two chapters, a conclusion, a list of references and appendices.

CHAPTER 1. THEORETICAL FOUNDATIONS OF CONFLICT SETTLEMENT

1.1 The state of the problem of conflict resolution in the psychological and pedagogical literature
Conflict is defined as "the way complex systems interact". It can serve as a factor of separation and unification of the conflicting parties. Conflicts of two systems can lead to the formation of a supersystem, which is a new integrity. In managing conflicting systems, the lack of awareness of the conflicting about the state of each other is essential. Here are some more definitions of the concept of "conflict":
A conflict is a complex system of confrontation with poorly predictable behavior of the conflicting parties. The conflict, according to the dictionary of S.I. Ozhegova - clash, serious disagreement, dispute.
In the "Philosophical Encyclopedic Dictionary" the concept of "conflict" is not included in the composition of lexical units. Its equivalent - "contradiction" - is defined as the interaction of opposite, mutually exclusive sides and tendencies, objects and phenomena. The term "conflict" is used only to denote acute hostile clashes of class interests, contradictions.
The Sociological Dictionary defines the concept of social conflict as "an open struggle between individuals or groups in a society or between nation states". In the "Concise Political Dictionary", the definition of conflict in literal word combination repeats what is indicated above.
Thus, the common thing in the definitions, as already noted, is disagreement, confrontation. The variety of definitions of modernity leads to the idea that conflict is a polysemantic concept that characterizes disagreement in any sphere of human life. And if it comes to a person, then, therefore, the primary conflicts of people, built on certain positions, or problems.
Russian conflictologists F. M. Borodkin and N. M. Koryak clarify the concept of conflict. In their opinion, conflict is the activity of people, and, therefore, always involves the pursuit of a goal. Attributing to the conflict action the category of goal allows us to single out as conflicting parties only those that are capable of expedient, conscious behavior, that is, of understanding their position, planning their actions, and conscious use of means. It follows that the conflicting parties must necessarily be active subjects. And this allows you to separate the real participants in the conflict from such individuals and groups that act as tools, tools, means of struggle of any subjects of conflict interaction.
Conflict is the main immanent factor of progress.
The number of large-scale conflicts that require an effective solution in a short time is growing.
Conflict can disrupt order, maintain order, establish a new order.
Conflict means a struggle to achieve the specific goals of the conflicting parties. There are general laws on the basis of which the processes of confrontation develop.
Conflicts, even if they are typical, are always situational and unique.
Thus, consideration of various approaches to the definition of conflicts made it possible to dwell on the following: the main primary cause of the conflict is confrontation, the struggle of opinions about any problem. When considering all subsequent questions, we will proceed from this definition. When transforming the concepts of "conflict" and "interpersonal conflict" to schoolchildren, emphasis should be placed on individual and age characteristics using the main specified characteristics of the conflict.
The next paragraph will present the types of conflicts in educational activities.

1.2 Types of conflicts in the educational process
The school is characterized by various kinds of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transferring and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide spiritual comfort to the teacher, student and parents.
In the field of education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents are administrator.
Consider conflicts between students. The most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for primacy in the class. In the middle classes, often, a group of guys and a group of girls are in conflict. There may be a conflict between three or four schoolchildren with a whole class, or a conflict confrontation between one student and the class may flare up.
The personality of the teacher has a great influence on the conflict behavior of schoolchildren. Its impact can manifest itself in various aspects.
First, the teacher's style of interaction with other students serves as an example for reproduction in relationships with peers. Studies show that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of interpersonal relationships between students and classmates and parents. The personal style of communication and the pedagogical tactics of "cooperation" determine the most conflict-free relations of children with each other. However, this style is owned by a small number of elementary school teachers. Primary school teachers with a pronounced functional style communication adhere to one of the tactics ("dictatorship" or "guardianship"), which increase the tension of interpersonal relations in the classroom. A large number of conflicts characterize relations in the classes of "authoritarian" teachers and at senior school age.
Secondly, the teacher is obliged to intervene in the conflicts of students, to regulate them. This, of course, does not mean their suppression. Depending on the situation, administrative intervention may be necessary, or it may just be good advice. The involvement of conflicting students in joint activities, participation in conflict resolution of other students, especially class leaders, etc., has a positive effect.
The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children whose living conditions are not favorable today is common. integral part reality. According to M.M. Rybakova, different conflicts arise between the teacher and the student.
Conflicts of activity arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or its poor performance. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in the classroom for a short time and the relationship between him and the student is limited to academic work. These situations often cause capable, independent students to leave the school, while the rest of the motivation to learn in general decreases.
It is important that the teacher be able to correctly determine his position in the conflict, since if the class team is on his side, then it is easier for him to find the best way out of the current situation. If the class begins to have fun with the offender or takes an ambivalent position, this leads to negative consequences(for example, conflicts may become permanent).
Relationship conflicts often arise as a result of the teacher's inept resolution of problem situations and, as a rule, are of a long-term nature. These conflicts acquire personal meaning, give rise to a student's long-term dislike for the teacher, and disrupt their interaction for a long time.
It is known that in the course of a conflict there is a decrease in discipline, a deterioration in the socio-psychological climate, an idea arises of "good" and "bad", "our" and "them", about the defeated and the winners as enemies. After the end of the conflict, the degree of cooperation decreases, it is difficult to restore trusting relationships and mutual respect.
The behavior of students, due to the characteristics of their personality, as a cause of school conflicts. Academician I.S. Kohn sees the main obstacle on the way to mutual understanding between teachers and students in the absolutization of role relations. "The teacher, who is primarily concerned with academic performance, does not see the student's individuality behind the marks." The ideal student in his understanding is the one who most of all corresponds to the social role of the student - disciplined, active, inquisitive, hardworking, executive. One of the main reasons for misunderstanding and the emergence of conflict relations between teachers and students is that the student's attitude to the teacher is much more personal, emotional, while teachers have an "active" approach to students (assessment based on performance), that is, a functional one. relation. AT professional work As a teacher, the problem of conflict acquires particular complexity, because the development of the child occurs through the overcoming of objective (not created by us, but created by them) contradictions. The ability not only to painlessly resolve, but also to prevent the occurrence of conflicts is one of the greatest professional and human abilities of a teacher.
The elementary school student is characterized by fragility, short duration of emotional experiences, unless, of course, we are talking about deep shocks and constant irritants that depress the child. Emotional switchability and a high degree of comfort contribute to the security of the psyche of a younger student. Children of primary school age are characterized by the need for protection from adults and, above all, teachers. In any stressful situation, he directs his gaze towards the teacher and expects help and support from him. The greater the shock if his expectations are not justified, if he is left alone with the experience. And even worse, when instead of help from the teacher, the child receives the opposite.
In addition to sudden conflicts, there are also those whose nature and course are typical. Here, in the teacher's experience, there are usually already more or less worked out response scenarios. It remains only to correct them in connection with this situation.
Finally, in the field of view of the teacher there should be situations where it is necessary to create a directed conflict, involve their wards in its resolution and thereby ensure progress.
Stressful events in the process of teaching younger students are essentially not diverse. Three groups of student-teacher relationships dominate, where schoolchildren's psychotraumas occur. They occur in the classroom and do not concern the methodology in its own sense, but the behavior of the teacher, that is, his tactics, style, and reaction to the actions of students. The second group of conflict situations in the primary grades is formed by the actions of teachers, which can be combined with the term "discrimination" in relation to students. Their forms of manifestation do not differ in variety. Discriminatory forms of communication between primary school teachers and children are quite tenacious. And this is especially important for those who intend to reduce or eliminate psycho-traumatic forms of communication from their style of working with kids.
Thus, successful conflict resolution involves a cycle consisting of defining the problem, analyzing it, taking action to resolve it, and evaluating the result. In any given situation, the source of the conflict must be identified before a policy can be developed to resolve it.
In the next paragraph, the individual psychological causes of conflicts will be considered.

1.3 Individual psychological features personality as an individual psychological cause of conflict
Primary school age is the age of a fairly noticeable formation of personality.
It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in the new kind activities - a teaching that imposes a number of serious requirements on the student.
All this has a decisive effect on the formation and consolidation new system relations to people, the team, to teaching and related duties, forms character, will, expands the circle of interests, develops abilities.
At primary school age, the foundation of moral behavior is laid, the assimilation of moral standards and rules of conduct, the social orientation of the individual begins to form.
The nature of younger students differs in some features. First of all, they are impulsive - they tend to act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, for random reasons. The reason is the need for active external discharge with age-related weakness of volitional regulation of behavior.
An age-related feature is also a general lack of will: the younger student does not yet have much experience in a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up in case of failure, lose faith in his strengths and impossibilities. Often there is capriciousness, stubbornness. The usual reason for them is the shortcomings of family education. The child is accustomed to the fact that all his desires and requirements are satisfied, he did not see a refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs.
Great opportunities are provided by the primary school age for the education of collectivist relations. For several years, a younger student accumulates, with proper upbringing, important for his further development experience of collective activity - activities in the team and for the team. The upbringing of collectivism is helped by the participation of children in public, collective affairs. It is here that the child acquires the basic experience of collective social activity.
As noted in the review of school conflicts, the most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for primacy in the classroom.
The main conflictogenic factor that determines the characteristics of conflicts between students is the process of socialization of students Socialization is the process and result of the assimilation and active reproduction by the individual of social experience, manifested in communication and activity. The socialization of schoolchildren occurs naturally in everyday life and activities, as well as purposefully - as a result of pedagogical influence on students at school. One of the ways and manifestations of socialization among schoolchildren is interpersonal conflict. In the course of conflicts with others, the child realizes how it is possible and how not to act in relation to peers, teachers, parents.
The peculiarities of conflicts between schoolchildren are also determined by the nature of their activities at school, the main content of which is study. In psychology, A.V. Petrovsky developed the concept of activity mediation of interpersonal relations. He emphasizes the determining influence of the content, goals and values ​​of joint activities on the system of interpersonal relations in a group and team. Interpersonal relationships in student groups differ markedly from relationships in teams and groups of other types. These differences are largely due to the specifics of the pedagogical process in a secondary school.
“Student-student” conflicts arise due to insults, gossip, envy, denunciations, lack of understanding in connection with the struggle for leadership, due to the opposition of the student’s personality to the team, in connection with social work.
The main reasons for hatred of peers are meanness and betrayal, sycophancy, the existence of "fake" excellent students and favorites of teachers, personal resentment, lies and arrogance, rivalry between classmates.
The students' conflicts are significantly influenced by their individual psychological characteristics, in particular, aggressiveness. The presence of aggressive students in the class increases the likelihood of conflicts not only with their participation, but also without them - between other members of the class team. The genesis of the aggressive behavior of schoolchildren is associated with defects in the socialization of the individual. Thus, a positive relationship was found between the number of aggressive actions in schoolchildren and the frequency of their punishment used by parents. In addition, it was confirmed that conflict boys were brought up, as a rule, with parents who used physical violence against them. Therefore, a number of researchers consider punishment a model of conflict behavior of a person.
Conflicts between students at school arise, including because of misconduct, violations of generally accepted norms in the behavior of schoolchildren. The norms of student behavior in the school are developed in the interests of all students and teachers. If they are observed, it is meant to reduce contradictions in school groups to a minimum. Violation of these norms, as a rule, leads to infringement of someone's interests. Conflict of interests is the basis for conflict.
There are different types of conflict personalities, and each of them has its own characteristics:
Demonstrative type: seeks to be the center of attention, behaves emotionally, feels comfortable during the conflict.
Rigid type: a person is suspicious, straightforward, with high self-esteem, it is difficult to accept the points of view of others, touchy, uncritical of himself.
Uncontrollable type: impulsive, unpredictable, aggressive, blames others for everything, does not learn from the past.
Super-accurate type: meticulous, anxious, attention to detail excessively, suffers from his failures, reserved.
"Conflict-free" type: often changes his mind, we inspire, depends on the opinions of others, does not see the future, does not see the connection in cause and effect.
"Tank": rude, selfish, unceremonious, preoccupied with his own authority, believes that everyone should yield to him.
"Leech": this person is not rude and does not scream, but after communicating with him, his mood and well-being deteriorate, he knows how to connect a person to his problems and make him worry about them.
"Vata": A compliant person who verbally agrees but does not deliver on promises due to "unforeseen circumstances" that he does not talk about in time.
"The accuser": everyone is guilty except him, and these are specific people; He is always dissatisfied and talks about it all the time.
"Know-it-all": interrupts, sticks out his competence and mental superiority.
"Pessimist": gets others around critical remarks, often truthful.
Passive-aggressive: seeks to achieve goals at the expense of others.
"Super flexible": agrees with everyone and everything, offers his help, but then does nothing.
Taking into account the characteristics of the individual, one can not only understand which group a person belongs to, but also find an approach to him.
Also important is temperament. Temperament is the basis for the development of a person's character, influences the way a person communicates and behaves.
The choleric person is distinguished by decisiveness, initiative, straightforwardness, is almost always resourceful in a dispute, in a critical situation he shows determination and pressure, feelings quickly arise and are clearly manifested. The choleric type of temperament is characterized by sharp, impetuous movements, restlessness, imbalance, a tendency to vehemence, it does not differ in patience, in relationships and in communication with people it can be sharp and straightforward, aggressive, very quick-tempered, and not sustained, provokes conflict situations. Cholerics need to learn to restrain themselves, not to be arrogant. They may be advised to count to ten before reacting to the situation.
Sanguine is distinguished by cheerfulness, energy, cheerfulness, responsiveness. Maintains composure in stressful, critical situations. The disadvantages of a sanguine person are haste in decisions, reckless decisions, lack of composure. An unstable mood prevails. To achieve success in their activities, sanguine people should not be scattered over trifles, they need to be purposeful, accurate, diligent.
The phlegmatic is distinguished by calmness, composure, prudence, caution, patience, perseverance, poise and endurance, both in ordinary life and in a stressful situation. Phlegmatic people are practically not receptive to approval and censure in their address. They react poorly to external stimuli, so they cannot quickly respond to new situations. It is difficult to adapt to a new environment and slowly converge with new people. Phlegmatic people should develop the qualities they lack, such as: mobility, activity.
The melancholic is distinguished by increased sensitivity, restraint and tact. The shortcomings of the Melancholic lie in the severity of the transfer of grief and resentment. Keep your thoughts and feelings to yourself. Melancholic people are very worried about even minor setbacks. Always pessimistic, rarely laughs. Lost in unfamiliar surroundings. The melancholic is embarrassed when in contact with new people. It takes a long time to adapt to a new team. In terms of self-improvement and self-realization, melancholic people need to be more active, engage in patronage help in order to feel their importance, confidence and increase their self-esteem.
Thus, having studied all types of temperaments, I can confidently say that each temperament maintains around itself the environment and type of behavior corresponding to it. The main task of the teacher is to conduct research at the beginning of training and identify the type of temperament of each student, thus this work will make a huge contribution to the study of the characteristics of the student and help to choose an individual approach to the student.

Conclusions on the first chapter
There is an opinion that conflict is always undesirable, that it must be resolved immediately, because it destroys human relationships, and, therefore, negatively affects the results of joint work. However, many scientists (A.Ya. Antsupov, N.V. Grishina, G.V. Gryzunova, N.I. Leonov, Venderov, E. M. Dubovskaya, A. A. Ershov, G. Simmel, L. Kozer, R. A. Krichevsky B. G. Ananiev, L. A. Petrovskaya, B. I. Khasan, E. Erikson, I. Slobodchikov, V. V. Stolin, G. A. Tsukerman, E. Erikson, etc.) believe that from the point of view of effective management, some conflicts can be not only useful, but also desirable. The conflict helps to identify a variety of points of view, provides additional information, allows you to analyze a large number of alternatives. This makes the decision-making process more efficient, enables people to express their thoughts and feelings, and satisfy their needs. It also helps to carry out plans and projects more effectively and, as a result, creates conditions for intensive development. Conflict initially involves confrontation. The difference lies only in what is the source of the confrontation. Conflict, for example, in psychology is understood as a collision of incompatible, oppositely directed tendencies in a person's mind, in interpersonal or intergroup relations, associated with acute negative experiences. Pedagogy, on the other hand, defines conflict as a tension in relationships that has arisen as a result of obvious or hidden contradictions, a clash of different positions, aspirations, and motives of people, resulting in a struggle between the parties.
Interpersonal conflicts can be viewed as a clash of personalities in the process of their relationship. Such clashes can occur in various spheres and areas (economic, political, industrial, socio-cultural, domestic, etc.).
The main primary cause of the conflict is the confrontation, the struggle of opinions about any problem. Naturally, interpersonal conflict can act from a constructive and destructive position, being a signal for self-development, or self-improvement, or the destruction of everything that was created by the conflicting people before the conflict began. When transforming the concept of conflict and interpersonal conflict, emphasis should be placed on individual and age characteristics using the main specified characteristics of the conflict.
The task of the teacher is to teach children to communicate, interact with each other, develop the necessary skills and communication skills. The decline in the culture of behavior and communication, the culture of speech in our country, the tendency to spread jargon and vernacular in all spheres of society, the use of vulgarisms, obscene expressions, the growth of emotional communication - all this indicates that improving the culture of behavior and communication of children is the most important pedagogical task . One of the ways to solve this problem is to organize the training of students in normative and effective communication.

CHAPTER 2

2.3 The system of activities and methods for teaching conflict resolution skills to younger students
At present, the situation of childhood development has changed dramatically all over the world. Tense social, economic, demographic, environmental problems cause the growth of negative trends in the formation of the personality of the younger generation. Among them, progressive alienation, increased anxiety, spiritual disorientation of children, an increase in their cruelty, aggressiveness, and potential conflict are of particular concern. The purpose of working with conflict children is to analyze the causes of the emergence and manifestation of conflict, as well as to determine the socio-psychological foundations for overcoming it in conditions of psychological work.
Younger students need to be given practical assistance in eliminating distortions of emotional response and behavioral stereotypes; reconstruction of full-fledged contacts of a junior schoolchild with peers. Exercises are based on the development of interest in the people around them, the desire to understand them, the need for communication, the formation of communication skills, knowledge of the norms and rules of behavior, the formation of a positive attitude towards others and the balance of emotional states in children.
Much attention should be paid to the formation of friendly and warm relations between younger students. In this case, much depends on the professionalism of the teacher, who must teach children positive communication techniques, teach them to analyze the causes of conflicts and develop the ability to independently regulate them.
A set of classes is developed on the basis of compliance with the following pedagogical conditions:
-selection of moral categories;
- the use of game forms that correspond to the age characteristics of children;
- in order to deepen the understanding of moral categories in the classroom, elements of group discussions should be used.
In order for younger students to be able to successfully resolve conflicts themselves, and best of all not to create such situations at all, they need to be gradually taught this: cool watch, conversations (preferably in a playful way), trainings that teach how to get out of a conflict situation so that both parties are satisfied, how to give in to each other, forgive, ask for forgiveness, admit your mistakes.
There is a need for conversations that provide knowledge about conflicts, their causes and ways of resolution; form the ability to analyze the conflict situation (identify the causes and indicate the consequences).
In the work, you can use games, exercises to unite schoolchildren, the purpose of which is to unite group members to jointly solve problems, develop the ability to express sympathy and respect for each other. Cohesion is a group variable, that is, it depends on the attitude of all members of the group. Children should learn the features and styles of behavior in a conflict situation through role-playing games.
For example, you can use the following training exercises:
"Me and Conflict"
Purpose: to promote the participants' awareness of their behavior, the formation of the ability to positively resolve conflicts. It is carried out in the form of a conversation.
"My View of Conflict"
Purpose: actualization of participants regarding the concept of conflict. View
activities: drawing a picture by students on the topic "My idea of ​​\u200b\u200bthe conflict."
"Conflict is..."
Purpose: to clarify the essence of the concept of "conflict". The leader addresses the participants with the question “What is conflict?”. All answers are written on paper. After that, everyone together finds out the positive (+) and negative (-) sides of the conflict.
You can also use team building games:
"Help the Blind"
One participant plays the role of "blind", the other - "guide". The task of the "guide" is to make sure that the "blind" does not collide with the objects of the room.
"Reflection"
One of the participants plays the role of a "mirror", the other - a "person". Game conditions: the participant playing the role of a “mirror” must exactly repeat the slow movements of the “person”, reflect them. .
Methods for preventing conflicts among younger students:
Method - a way to achieve a goal, solve a problem, a set of techniques and operations of practical or theoretical development (cognition) of reality. .
Verbal - a method of presenting educational material, an oral narrative presentation of new knowledge by a teacher. Applied at all stages schooling. With its help, a figurative presentation of facts is carried out, interesting events, interconnections, interdependencies, phenomena, etc. It activates perception, cognitive activity, forms ideas, develops interests, curiosity, imagination and thinking (primary and secondary prevention). .
Visual method - helps to connect all systems of the human body for the perception of information (primary and secondary prevention);
Involvement in activities is a set of means and methods of education that contribute to the successful involvement of the team in activities (secondary and tertiary).
Organization of activities - ways to highlight, consolidate and form a positive experience of behavior, relationships, actions and deeds, motivation (secondary and tertiary). .
Cooperation - involves the joint performance of the parties to solve the problem, this position makes it possible to understand the causes of disagreements and find a way out of the crisis acceptable to the opposing parties without prejudice to the interests of each of them (tertiary). .
Situation analysis - methods of including in the educational process a deep and detailed study of a real or simulation situation, performed in order to identify its particular or general characteristic properties (tertiary). .
The method of a positive example - the development of personality occurs not only as a result of the influence of words and thoughts as a means of explanation and persuasion. Of exceptionally great educational value are positive patterns and examples of the behavior and activities of other people, this is especially true among younger students, because they absorb all the information that surrounds them, and then reproduce it. .
Method of intervention "authoritative third". A person in conflict, as a rule, does not perceive the positive words expressed by the opponent in his address. A trusted “third party” can provide assistance, so that the conflicting person will know that his opponent does not think so badly of him, and this fact can be the beginning of a search for a compromise. .
Stimulation - a set of means and techniques that encourage the pupil to certain actions. The main activities are: individual counseling; inclusion of schoolchildren in training groups in order to correct negative emotionally significant situations; individual work with the child's value system; teaching social skills, ways of effective communication, constructive behavior in conflict situations. .
Thus, prevention is a set of state, public, socio-medical, organizational and educational measures aimed at preventing, eliminating or neutralizing the main causes and conditions that cause various kinds of social deviations in the behavior of children, it can be primary, secondary and tertiary.

Conclusions on the second chapter
In order for younger students to be able to successfully resolve conflicts themselves, and best of all not to create such situations at all, they need to be taught this gradually: conduct class hours, talks (preferably in a playful way), trainings that teach how to get out of a conflict situation so that both parties are satisfied, how to give in to each other, forgive, ask for forgiveness, admit their mistakes. Joint rest of parents and children, going out into nature, trips bring children together. The teacher is firmly convinced that only the joint work of the teacher and parents will help the child to adapt in the social environment, painlessly get out of conflict situations.
The organization of the pedagogical process aimed at resolving the conflicts of younger students helps to reduce the conflict behavior of students in the class. However, in order to achieve the best results, such work should be carried out systematically.

CONCLUSION
Conflict inevitably accompanies all spheres of interpersonal interaction. The conflict, having a disorganizing effect on the joint activities of people, can at the same time be turned into a productive channel, exacerbating the contradiction that has arisen and contributing to the development of a more conscious and expedient solution to the problem. In addition, the resolution of a conflict situation by an individual enriches his life experience in the field of interpersonal interaction.
An analysis of the theoretical literature on the research problem showed that a junior schoolchild is a person who actively masters communication skills. During this period, an intensive establishment of friendly contacts takes place. Acquiring the skills of social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage. The system of personal relationships is the most emotionally saturated for each person, since it is associated with his assessment and recognition as a person. Therefore, an unsatisfactory position in a peer group is experienced by children very acutely and is often the cause of inadequate affective reactions.
Conflict in pedagogical activity is easier to prevent than to resolve, as well as to reduce the number of destructive interpersonal conflicts, to form a constructive experience of behavior in the event of an interpersonal conflict, along with the methods of managing and resolving conflict situations, the teacher needs to know the methods for preventing such situations at school.
Based on the study and analysis of scientific literature and the results, the tasks of the study were solved, or rather, the problems and relevance of conflicts in primary school age were identified; and conditions for successful conflict resolution.
The third task of the study was to classify the methods of developing schoolchildren's skills not to create conflict situations.
The construction of methods was based on the leading contradictions that stimulate the emergence of conflicts in elementary school between: inadequate understanding of the essence of the conflict and the formation of a constructive attitude towards it; the need and need for a constructive resolution of interpersonal conflict and the level of practical readiness of the younger student to implement this task.
During this study a number of new related problems were identified that are of theoretical and practical significance: the influence of internal mechanisms and personality contradictions on the violation of the stability of relations between the subjects of the educational process; search for adequate diagnostic tools to study the factors that create a conflict environment in the educational process of elementary school.
Thus, it is possible to solve the problem of developing the ability to exclude conflict situations among younger students from the standpoint of introducing technological methods, specialized approaches and methods into the educational process. All these measures, methods, conditions, systems of measures together will make the procedure for the formation of conflict competence of younger students productive and effective.
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33. Rogov E.I.

Speech at the pedagogical council

MOU secondary school No. 16

G.o.Podolsk

On this topic:

"PEDAGOGICAL CONFLICTS

AND WAYS TO RESOLVE THEM"

Prepared by:

Koryagina Elena Sergeevna

mathematic teacher

first category

2016

Conflict - a form of social interaction between two or more subjects (subjects can be represented by an individual / group / themselves - in the case of an internal conflict), arising from a mismatch of desires, interests, values ​​or perceptions.

In other words, conflict is a situation where two or more entities interact in such a way that a step forward in satisfying the interests, perceptions, values ​​or desires of one of them means a step back for the other or others.

The teacher needs deep special knowledge to successfully manage conflicts among adolescents.

Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include those that exist more or less independently of the pedagogical process and that create the potential for conflict. Subjective conditions make up the level of upbringing and development of children, awareness of the degree of conflict of the situation by its participants, their moral and value orientations.

Conflicts are divided into the following types:

socio-pedagogical - they are manifested both in relations between groups and with individuals. At the heart of this group are conflicts - violations in the field of relationships. The reasons for the relationship may be as follows: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or at the same time in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for the attention, support of others;

psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in the conditions of a lack of harmonization of the relations that develop in it;

social conflict - situational conflicts from case to case;

psychological conflict - occurs outside of communication with people, occurs within the personality.

It is pedagogically important to track the signals indicating the emergence of a conflict.

In practice, the teacher is more interested not so much in the elimination of the incident as in the analysis of the conflict situation. After all, the incident can be drowned out by “pressure”, while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Conflict is viewed today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither the team nor the individual can develop without conflict, the presence of conflicts is an indicator of normal development.

Considering conflict as an effective means of educational influence on a person, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and the corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon that indicates failures in their educational work. The majority of teachers still have a wary attitude towards the very word “conflict”, in their minds this concept is associated with a deterioration in relationships, a violation of discipline, a phenomenon harmful to the educational process. They seek to avoid conflicts by any means, and in the presence of them they try to extinguish the external manifestation of the latter.

It has been established that the contradictions that arise among adolescents do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether the contradiction grows into a conflict or finds its solution in discussions and disputes. Successful conflict resolution sometimes depends on the position taken by the teacher in relation to it (authoritarian, neutral, conflict avoidance, appropriate intervention in the conflict). Managing the conflict, predicting its development and being able to resolve it is a kind of “safety technique” of pedagogical activity.

V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

position of neutrality - the teacher tries not to notice and not interfere in the clashes that arise among the pupils;

position of conflict avoidance - the teacher is convinced that the conflict is an indicator of his failures in educational work with children and arises from ignorance of how to get out of the situation;

The position of expedient intervention in the conflict - the teacher, relying on a good knowledge of the team of pupils, relevant knowledge and skills, analyzes the causes of the conflict, decides either to suppress it or to allow it to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict.

However, the teacher quite often lacks the culture and technique of interaction with pupils, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve the conflict, but also to understand its causes.To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way of reconciling the parties. It helps to show adolescents the inappropriateness of some of the forms they use to resolve the conflict (fights, name-calling, intimidation, etc.). At the same time, teachers, using this method, allow typical mistake, focusing only on the logic of their evidence, not taking into account the views and opinions of the teenager himself.Neither logic nor emotionality reach the goal if the teacher ignores the views and experience of the pupil .

It is known that problems in the relationship between the teacher and students, dissatisfaction with the needs of children in positive relationships with adults have many-sided negative consequences for the development of the child's personality. This problem is of particular importance in adolescence, when there is an actualization of activity for the assimilation of norms and methods of human relationships. The so-called conflict forms of behavior arise when age-related changes in the adolescent's requirements for forms of communication are not taken into account, and the very content of the adult's relationship with him does not change. Very often, the teacher's communication with teenage students continues to be based on the same principles as with primary school students, providing the teacher with the opportunity to control, prohibit, punish, demand submission, etc. This type of relationship does not correspond to the main age characteristics of a teenager, first of all, to a new idea of ​​himself, the desire to take an equal position in relation to adults. Therefore, when confronted with conflicting behavior of adolescents in the classroom, it is important for the teacher to see behind this not so much the negative qualities of students as a manifestation of the child's dissatisfaction in the relationship with the teacher that develops in the educational process.

To prevent a conflict, and also, if it did occur, to use it for constructive purposes, it is necessary to establish its true causes, understand its structure and meaning. An objective analysis of a conflict situation allows us to isolate its main structure, the components of which are the participants in the conflict (opponents) and the object of the conflict.

The object of the conflict can be difficult to determine .

Let's look at the example of a violation of discipline in the classroom..

In this case, the teacher and the student have different objects of the conflict situation.

For the teacher, the object is discipline in the classroom, for the student it is the desire for self-assertion. Conflict resolution can begin with a combination of objects: the teacher assigns, for example, an interesting task, during which conditions arise for the adolescent to satisfy his need for self-affirmation.

Consider an example in which the teacher understands this and uses it in his work. The case is taken from the story of a rural school teacher.

Situation. “The conflict occurred between me, a drawing teacher who had just come to school after graduating from an art school, and a student of the 7th grade. All the teachers did not like this class: the most difficult students were gathered there ... I was full of enthusiasm, I carefully prepared for each lesson. For the next lesson, I picked up a beautiful still life - a vase and an apple, explained in detail how to build a drawing. When all the students started to work, she began to walk from desk to desk and help the guys in their work. And suddenly I hear a chuckle behind me, I turn around and was stupefied: on the last desk there is a tarpaulin boot, and behind the desk sits a big repeater and grins. I look at him confused and don't know what to do. My first impulse was to scold the student, but I restrained myself.And the student was just waiting for a scandal. He's used to it . She approached him, smiling, and asked him his name (I didn’t know everyone by name yet). Then, addressing him by name, I asked if he was going to paint a boot instead of the still life I had set. She said that the distance between nature and the painter was too close, brought a chair, put the boot on the chair, sat down next to him and began to explain the step-by-step construction of the image of the boot. I remember even finding a cylindrical body in it. And she told the student (his name was Grisha) to try to finish the drawing himself: shade it well and solve the drawing tonally. Grisha sat through the whole lesson in holey sock, but with the drawing coped. At the end of the lesson, I quietly told him to put on his boot before anyone noticed the hole. At the end of the lesson, I usually analyzed the drawing of each. I praised Grisha's drawing and appointed Grisha as my assistant. Since then we have become friends. And in the classroom now there was always a calm working environment. If one of the students violated discipline, I pretended to be very busy with another student and asked Grisha to approach the violator and remind me that the lesson was in progress. As soon as Grisha got up, he immediately subsided. I remember this shoe for the rest of my life.. And from this case I deduced several rules for myself: no matter what happens, do not expel the student from the class and do not contact the administration (this is your own weakness); solve everything calmly and, if possible, with a smile; help difficult children feel that they, too, are worthy of respect, to maintain their self-esteem.”

Let us analyze the structure of this conflict. Its participants (opponents) are, on the one hand, a difficult student, on the other hand, a young art teacher. What is the conflict situation that caused this conflict? First of all - in the shortcomings of the previous education of Grisha's student, and most importantly, in the fact that he is a repeater, a difficult student. After all, a loser is not only the one who occupies the lowest rung on a five-point scale that measures the level of educational success. This scale always has a social connotation. It defines the requirements for the student on the part of society, school, teacher, parents and his inability (unlike others) to meet these requirements. This inevitably puts him on last place. He turns out to be the worst in the eyes of others, but does not want to be so in his own eyes. The child is trying to defend his own dignity, and it is this desire that causes his negative attitude towards learning: increased efficiency, the desire to get away from evaluative situations, etc. Grisha's dissatisfaction in his relationship with teachers led to the fact that he unwittingly expected from the new teacher an appropriate attitude towards himself as a bad student, a repeater. Considering that in communicating with a teacher on a business level (“student-teacher”), he cannot count on a respectful attitude towards himself, Grisha sought to transfer this communication to a personal level, where he, apparently, more than once felt himself stronger than teachers (according to According to the teacher, Grisha is used to scandals, and after all, a “scandal” is always a manifestation of weakness on the part of the teacher).

The object of the conflict here is the norm of the student's behavior - his duty to observe discipline in the lesson. However, there was no conflict. Having understood what caused Grisha's student's conflict behavior, the teacher overcomes the conflict, preventing it from developing. An appeal to administrative measures would, of course, quickly restore discipline, but would not resolve the conflict, since it would once again emphasize that Grisha is a bad, undisciplined student, i.e. would bring him back to exactly the kind of relationship he was trying to get away from. Having accepted Grisha's "game", the teacher made it clear to him that she was not going to find out with him who was stronger, and did not seek to forcefully subdue him. She showed interest and respect for his - albeit stupid, but his - behavior, showing that she was ready to communicate on an equal footing, which was ultimately what the student wanted, most likely without realizing it. Having extinguished the conflict at the very initial stage, the teacher realized that it would not be possible to exhaust the conflict situation with a single impact. She gave Grisha a responsible assignment (to be her assistant), which allowed him to strengthen his faith in himself, to raise his authority in the eyes of a respected adult and classmates. Thus, the teacher managed not only to prevent the development of the conflict, but also to use it for corrective purposes.

Theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:

the conflict is often based on an explainable contradiction, and the conflict itself can be constructive and destructive;

The school is characterized by various kinds of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transferring and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide spiritual comfort to the teacher, student and parents.

In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.

The most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for primacy in the class. In the middle classes, often, a group of guys and a group of girls are in conflict. There may be a conflict between three or four teenagers with an entire class, or a conflict between one student and the class may flare up.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren. Its impact can manifest itself in various aspects..

First, the teacher's style of interaction with other students serves as an example for reproduction in relationships with peers. Studies show that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of interpersonal relationships between students and classmates and parents. Personal style of communication and pedagogical tactics “cooperation ”determine the most conflict-free relationship of children with each other. However, this style is owned by a small number of elementary school teachers. Primary school teachers with a pronounced functional style of communication adhere to one of the tactics (“dictatorship” or “guardianship”) that increase interpersonal tension in the classroom. A large number of conflicts characterize relations in the classrooms of "authoritarian" teachers and at senior school age.

Secondly, the teacher is obliged to intervene in the conflicts of students, to regulate them. This, of course, does not mean their suppression. Depending on the situation, administrative intervention may be necessary, or it may just be good advice. The involvement of conflicting students in joint activities, participation in conflict resolution of other students, especially class leaders, etc., has a positive effect.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today can not be called favorable, is a common part of reality.

Conflicts of activity arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or its poor performance. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in the classroom for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the assimilation of the subject, and marks are used as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave the school, while the rest of them have a decrease in motivation to learn in general.

Any teacher's mistake in resolving the conflict gives rise to new problems and conflicts, which include other students; conflict in pedagogical activity is easier to prevent than to successfully resolve.

It is important that the teacher be able to correctly determine his position in the conflict, since if the class team is on his side, then it is easier for him to find the best way out of the current situation. If the class begins to have fun with the offender or takes an ambivalent position, this leads to negative consequences (for example, conflicts can become permanent).

Relationship conflicts often arise as a result of the teacher's inept resolution of problem situations and, as a rule, are of a long-term nature. These conflicts acquire personal meaning, give rise to a student's long-term dislike for the teacher, and disrupt their interaction for a long time.

Features of pedagogical conflicts

Among them are the following:

the responsibility of the teacher for the pedagogically correct resolution of problem situations: after all, the school is a model of society where students learn the norms of relations between people;

different understanding of events and their causes (the conflict “through the eyes of the teacher” and “the eyes of the student” is seen differently), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with emotions, to subordinate them to reason;

the presence of other students makes them participants from witnesses, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;

the professional position of the teacher in the conflict obliges him to take the initiative in resolving it and to be able to put the interests of the student as an emerging personality in the first place;

controlling their emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;

do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me”, but “I feel deceived”);

do not insult the student (there are words that, having sounded, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);

try not to expel the student from the class;

if possible, do not contact the administration;

not to respond to aggression with aggression, not to affect his personality,

evaluate only his specific actions;

give yourself and the child the right to make a mistake, not forgetting that “only the one who does nothing does not make mistakes”;

regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your disposition towards the student);

do not be afraid of conflicts with students, but take the initiative to resolve them constructively.

The specifics of the settlement of pedagogical conflicts .

Successful conflict resolution involves a cycle of identifying the problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before a policy can be developed to resolve it.

When the conflict has been analyzed, it is possible to move on to a joint, collaborative search for steps to bring everyone to reconciliation.

When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor.

Getting into a conflict situation, the teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, the resolution of the conflict situation is achieved by establishing mutual understanding between people, eliminating omissions, inconsistencies. However, the problem of understanding another person is quite difficult.

Experienced teachers know what to say (selection of content in the dialogue), how to say (emotional accompaniment of the conversation), when to say in order to achieve the goal of the speech addressed to the child (time and place), with whom to say and why to say (confidence in the result).

In communication between a teacher and students, not only the content of speech, but also its tone, intonation, and facial expressions are of great importance. If, when communicating with adults, intonation can carry up to 40% of information, then in the process of communicating with a child, the impact of intonation increases significantly. It is essential to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect a smooth and coherent speech from a student, which is why adults often interrupt him, which makes it even more difficult to say (“Okay, everything is clear, go!”). Secondly, teachers often have no time to listen to the student, although he has a need to talk, and when the teacher needs to know something, the student has already lost interest in the conversation.

Talking to a child is much more difficult than talking to an adult; to do this, one must be able to adequately assess his contradictory inner world by external manifestations, to foresee his possible emotional response to the word addressed to him, his sensitivity to falsehood in communication with adults. The word of the teacher acquires a convincing force of influence only if he knows the student well, showed attention to him, helped him in some way, i.e. established an appropriate relationship with him through joint activities. Meanwhile, novice teachers tend to believe that their word in itself should lead the child to obedience and acceptance of their demands and attitudes.

For acceptance right decision the teacher often lacks time and information, he sees the fact of violation of the lesson, but it is difficult for him to understand what caused it, what preceded it, which leads to a misinterpretation of actions. Adolescents, as a rule, are more informed about the reasons for what is happening, usually they are silent about it, and when they try to explain to the teacher, to clarify, he often stops them (“I’ll figure it out myself”). It is difficult for a teacher to accept new information that contradicts his stereotypes, to change his attitude to what happened and his position. The objective reasons for the emergence of conflicts in the lesson can be: a) fatigue of students; b) conflicts in the previous lesson; c) responsible control work; d) quarrel at recess, teacher's mood; e) his ability or inability to organize work in the classroom; f) health status and personal qualities.

The conflict often grows out of the teacher's desire to assert his pedagogical position, as well as from the student's protest against unfair punishment, incorrect assessment of his activity, act. Correctly responding to the behavior of a teenager, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and causes conflict to life.

Conflict situations in the classroom, especially in teenage classes, are recognized by the majority as typical, natural. To resolve them, the teacher must be able to organize the collective learning activities of adolescent students, strengthening the business relationship between them; it comes to a conflict, as a rule, with a student who is not doing well, “difficult” in behavior. It is impossible to punish behavior with bad grades in the subject - this leads to a protracted personal conflict with the teacher. In order for the conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically sound decision in a situation that has arisen. The hasty reaction of the teacher, as a rule, causes an impulsive response of the student, leads to the exchange of “verbal blows”, and the situation becomes a conflict.

In conflict resolution, much depends on the teacher himself. Sometimes it is necessary to resort to introspection in order to better understand what is happening and try to initiate change, thereby drawing a line between emphasized self-assertion and self-critical attitude towards oneself.

The conflict resolution procedure is as follows:

perceive the situation as it really is;

do not jump to conclusions;

when discussing, one should analyze the opinions of opposite parties, avoid mutual accusations;

learn to put yourself in the place of the other side;

do not let the conflict grow;

problems should be solved by those who created them;

respect the people with whom you communicate;

always look for a compromise;

conflict can be overcome by common activity and constant communication between those who communicate.

It is important to understand that the problem that caused the conflict is best solved together, by joining forces. This is facilitated, firstly, by a critical analysis of one's own position and actions. Revealing and admitting one's own mistakes reduces the participant's negative perception. Secondly, it is necessary to try to understand the interests of the other. To understand is not to accept or justify. However, this will expand the idea of ​​​​the opponent, make him more objective. Thirdly, it is advisable to single out a constructive principle in the behavior or even in the intentions of the participant. There are no absolutely bad or absolutely good people or social groups. There is something positive in everyone, and it is necessary to rely on it when resolving the conflict.

Conflict in elementary school and ways to solve it.
It is known that school life is not conflict-free. Students are late, talk in class, cheat, suggest, get distracted, quarrel among themselves, which leads to clashes. But, despite the fact that conflict situations in the educational process are a familiar, ordinary phenomenon, it is impossible to get used to it. The lack of purposeful work on the formation of the experience of relationships in the context of conflict situations in elementary school can adversely affect the attitude to learning, the nature of interpersonal interactions, and the psychological microclimate of the team in the future.
According to the study, the specificity of the emergence, development and resolution of interpersonal conflicts in elementary school is directly dependent on the following factors:
1. Age features of a younger student.
2. The specifics of the organization of the educational process in elementary school.
3. The attitude of younger students to the conflict, which includes: understanding the term conflict, the causes of conflicts, actions in case of conflicts.
In this regard, the following age features:
1. Transformation of the social situation of development (transition from a carefree childhood to the position of a student), a change in the child's habitual lifestyle, daily routine.
2. The beginning of the formation of relations with the classroom team, with teachers, the need to take into account the opinions of other participants-subjects of the educational process.
3. Significant physical changes in the body , which leads to an excess of physical energy.
4. Mental imbalance , instability in a strong-willed attitude, variability of moods, excessive impressionability due to physiological changes in the body.
5. Instability of attention of a younger student , because, firstly, excitation prevails over inhibition in him and, secondly, a natural desire for mobility is manifested, as a result of which he cannot engage in the same type of activity for a long time, as fatigue quickly sets in, prohibitive inhibition.
6. The predominance of the absorbent nature of knowledge, rather than memorization , the desire of children for research activities due to susceptibility and impressionability, comparison and analysis of the phenomena around them, the expression of their personal attitude to a particular situation.
7. Emergence of new needs and responsibilities: obey the teacher's requirements, do homework, acquire new knowledge and skills, get a good grade and praise from the teacher, communicate with students and the teacher, which often leads to conflicts with the child's abilities and interests.
8. Trusting submission to authority , but at the same time, the formation of his own I in the world around him, the formation of self-esteem, the need for protection from adults.
9. fragility, short duration of emotional experiences, unless, of course, deep shocks take place.
10. Lack of everyday experience of constructive behavior in the event of conflict situation , the predominance of the style of behavior on an intuitive level.

11. Dominance of play activity , as one of the means of forming the skills and abilities of the child with the increasing role of educational activity.

In preparation for the teachers' council in grade 4, a class hour was held on the topic "Conflict and ways to resolve it." Conflicts often poison a person's life, break the usual rhythm, reduce self-esteem. The purpose of this event is to form the conflict competence of students and the ability of tolerant behavior, as well as to show possible ways out of conflict situations, to consider the concepts of "conflict", "compromise", the causes of the conflict, as well as the main models of behavior in conflict situations.

A pre-survey of students was conducted. Survey results:

What is conflict? The students answered that the conflict is a misunderstanding of each other, a quarrel, an argument, a fight.

Is it possible to live without conflict? Most fourth-graders believe that it is impossible to live without conflicts, because sometimes you have to be able to defend yourself.

What is the most common cause of conflict for you? Quarrel, dispute, misunderstanding of each other, fight for one thing, envy, Bad mood, disagreement between people, people's behavior, inability to communicate.

Have you ever been in a conflict situation? 90% of the respondents answered yes, 10% - no.

With whom did conflicts arise? With friends, parents, neighbors, classmate, classmates.

Ways to resolve conflicts - run away, apologize, peacefully agree with others, talk, find a common solution, make a concession.

During the lesson, almost every student, one way or another, showed himself. Children were asked to find a way out of conflict situations. During the game “I am different from other people in that I…” the children talked about how conflicts can be avoided and that one should be more tolerant of the shortcomings of others. This also contributed analysis of a fragment of the fairy tale by G.Kh. Andersen " ugly duck» (bird yard scene).

Why didn't they like the ugly duckling?

The ugly duckling was not loved because he was not like the others, because he was different! He was rejected by everyone. This sometimes happens in life, when a person or a child becomes an outcast, because they do not understand him, do not accept his views, or simply believe that he is not like everyone else, or has a different nationality than most of the people around at that moment. You need to be more tolerant of each other, kinder! We are different, but we are all equal!
During games “Burning river and boats” the students used such productive methods of solving conflict situations as cooperation, compromise.
Game “Burning river and boats” 2 teams of 4 people. Each team is given 2 album sheets - boats. The whole team needs to get to the other side. If there is no one on the boat, then it burns down, because. burning river. Try to solve this problem without bringing the matter to a conflict. The essence of the game is that two teams unite and move to the other side at the same time towards each other.

The problem of conflicts has long been relevant, many have tried to solve it. Even in oral folk art there are fairy tales, legends, epics on this topic. Let's listen to Russian folk tale"Two goats".

Two goats.
There lived two goats. One goat was white and the other was black. And before that they were stubborn, well, they never yielded to each other in anything. Once these stubborn goats met on a narrow bridge thrown over a stream. It was impossible for two people to cross the stream at once.
“Make way for me,” said the white goat.
- Here's another, what an important master, - the black goat answered.
- Five back, I was the first to climb the bridge.
- No, I won't. I am much older than you in years and I still have to yield to you?
- Never! cried the white goat.
Here both goats, without thinking twice, collided with their horns and, resting their thin legs, began to fight. And the bridge was wet. Both stubborn slipped and flew straight into the water. With great difficulty, the goats got out of the water and decided not to quarrel anymore, because grief cannot be avoided without friendship. There is no joy without friendship.

Can the case with goats be called a conflict situation? What would you do if you were the goats? The children concluded that concession is one of the ways out of the conflict.

In conclusion, 12 rules were proposed, the observance of which allows you to persuade people to your point of view - Carnegie rules.

1. The only way to win an argument is to avoid it.
2. Show respect for the opinion of the owner. Never tell a person that he is wrong.
3. If you're wrong, admit it.
4. Maintain a friendly tone from the start.
5. Make the interlocutor immediately answer you "yes".
6. Let most time your interlocutor says.
7. Let the interlocutor believe that this thought belongs to him.
8. Sincerely try to look at things from the point of view of your interlocutor.
9. Be sympathetic to the thoughts and desires of others.
10. Appeal to nobler motives.
11. Dramatize your ideas.
12. Challenge, touch a nerve.

Thus, we can say that such events are needed and should be carried out already in elementary school. After all, it is there that the foundations of relationships are laid and a cool team is formed.
I would like to end my speech with the words:
A person who does not do a very good deed runs the risk of being alone and causing condemnation of others. And vice versa, there are actions that elevate people in the eyes of others. In both, being faced with a choice, before doing something, think about the consequences. And may the decision be correct.

Andreus Christina

This is a research project for 10th grade students (2009), which examines the causes of conflict situations between elementary school students and ways to prevent their occurrence. As part of the project, the student, together with a psychologist, developed and conducted developmental classes for students in grades 2-3, aimed at relieving emotional stress in the classroom and improving the general culture of communication between students, which led to a decrease in conflict.

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ST. PETERSBURG GOVERNMENT

EDUCATION COMMITTEE

State educational institution

average comprehensive school № 569

Nevsky district of St. Petersburg

Conflicts in elementary school:

causes and prevention

Research work

10th grade students Andreus Christina

Supervisor:
Fedina Natalia Valerievna,

educational psychologist
highest qualification category

St. Petersburg

March 2010

Introduction

The formation and development of a child as a person is a complex process that does not proceed by itself, but in interaction with others, under the influence of various factors. The comprehensive and harmonious development of the child is possible only under conditions of specially organized pedagogical influence, which are the processes of education and training. The strongest factor influencing the formation of personality is communication, especially in the learning process. M.I. Lisina gives the following definition of communication: “communication is the process of interaction between two or more people,aimed at harmonizing and uniting their efforts in order to establish relations and achieve a common result”

The need for communication is formed on the basis of biological, material, social and spiritual needs, which lead to the emergence of various motives.

A motive is a conscious or unconscious cause of human activity aimed at achieving a goal. Motives include desires, interests, beliefs, aspirations. (Lisina M. I.) Adhering to the concept of Leontiev's activity, the motive is a “objectified need”, which means that the motive of the activity coincides with its subject. This means that the motive for communication is another person, his specific qualities.

Analyzing the development of the child's communication needs, three groups of motives can be distinguished:

1. cognitive, when an adult or another child acts as a source of new information and organizer of new experiences;
2. business or active, when an adult or other child is a partner in joint practical activities, an assistant and a model of correct actions;
3. personal, when an adult or another child is a person that influences the formation of self-esteem in a child, the development of a child as a member of society.

Since motives are aimed at achieving goals, the child needs to master certain means.

Means of any activity according to A.N. Leontiev - these are the operations with the help of which the goal of the action is achieved. M.I. Lisina identifies three main categories of means of communication:

1. expressive-mimic, i.e. smile, look, expressive movements of hands and body, expressive vocalizations, etc.;
2. object-effective - locomotor, objective movements and postures (approach, removal, handing objects, attraction to oneself, repulsion, etc.);
3. speech means of communication.

The quality of communication, its productivity depends on the formation of means.

However, communication for a child is not only the ability to make contact and conduct a conversation with an interlocutor, but also to listen carefully and actively, use facial expressions and gestures to more effectively express one's thoughts, as well as be aware of oneself and others.

Chapter 1. The Problem of Conflicts in Psychological and Pedagogical Literature

Conflict is a clash of opposing goals, interests, positions, opinions and views. For a conflict to arise, an incident is necessary - when one side infringes on the other. There are different types of conflicts:

intrapersonal conflict- such a conflict can arise with low satisfaction with life, friends, studies, relationships with peers, low self-confidence and close people, as well as in connection with stress.

interpersonal conflict- when people with different views and character traits cannot get along with each other at all, their views and goals differ radically.

Conflict between the individual and the group- may arise if this person takes a position that differs from the position of the group, for example, the whole class disrupts the lesson, and one teenager remains in the class, despite his stable moral position, his relationship with the class will be a conflict, as he goes against the opinion of the group .

Intergroup conflict- arises from the contradictions and ideological attitudes of two different groups.

For the emergence of any conflict, i.e., for the transition of a conflict situation into a conflict, an incident is necessary. For example, the child's aggressive behavior in response to the teacher's demands, or the actions of a classmate, manifested in a rude form, with a threat, in the form of an ultimatum, etc. An incident occurs when both sides enter into an open confrontation. At this stage, the conflict can still be stopped. Most often, conflicts arise in adolescence.

Everyone knows about the "crisis of adolescence" now.

Disputes with oneself, self-knowledge, self-affirmation and self-realization lead to conflicts within oneself.

This conflict is more characteristic of a teenager experiencing another age crisis, one of the most complex and acute crises. In addition to intrapersonal conflict, the teenager is faced with different situations and problems that lead him to conflict.

First of all, the beginning of adolescence is associated with physiological changes. But the problems of physiology are exacerbated by crises from the previous stages of the child's development. The manifestation of such qualities as separating oneself from parents and their guardianship is the need to gain one's own power over one's own life. This conflict is based on a recent developmental crisis of 7 years (communicative competence or underachievement). If during the period of elementary school a child has developed such a quality as communicative competence, it is easier for him to adapt to new conditions associated with gaining power over his own life, since he has fairly stable interests and aspirations.

If from this age the child endured "failure", there will be a conflict associated with adaptation to the new state of the teenager.

Therefore, our study is aimed at identifying ways to prevent conflicts in elementary school.

1. Features of conflicts among primary school students

Conflicts in middle school are different from conflicts in elementary school. This is due to the age of the students. Primary schoolchildren are characterized by fragility, short duration of emotional experiences and a need for protection from adults.

The communication of a younger student is of a direct emotional nature. Very often, children react violently to simple comments or demands, to any non-standard situations and some actions of other children. Misunderstanding on the part of adults and classmates, dissatisfaction with one's position in society can lead to the emergence of vivid negative emotions. Such emotions can become the causes of a deep and long-term disorder of all behavior. Being in a state of excitement, the child cannot think consistently, act consistently and systematically, and control his behavior. In turn, this leads to conflicts.

The causes of conflicts are as diverse as the conflicts themselves. It is necessary to distinguish between objective causes and their perception by individuals.

Objective reasons can be relatively conditionally represented in the form of several fortified groups:

limited resources to be distributed;

difference in goals, values, methods of behavior, skill level, education;

interdependence of tasks; incorrect distribution of responsibility;

bad communications.

At the same time, objective reasons will only then be the causes of conflict when they make it impossible for an individual or a group to realize their needs, they affect personal and / or group interests. The reaction of the individual is largely determined by the social maturity of the individual, the forms of behavior acceptable for her, the social norms and rules adopted in the team. In addition, the participation of an individual in a conflict is determined by the significance of the goals set for him and by the extent to which the obstacle that has arisen prevents them from being realized. the more important the goal is for the subject, the more efforts he makes to achieve it, the stronger will be the resistance and the tougher the conflict interaction with those who interfere with this.

There are no universal methods of "correct" management of a conflict situation, since the parties achieve opposite goals. But conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. This scheme includes: incident prevention, conflict suppression, conflict delay, conflict resolution.

Let us consider in more detail the causes of conflicts in primary school and ways to resolve and prevent them.

Chapter 2. Conflicts in elementary school in psychological and pedagogical research

The children's team actively forms interpersonal relationships. Communicating with peers, the younger student acquires personal experience of relationships in society, socio-psychological qualities (the ability to understand classmates, tact, politeness, the ability to interact). It is interpersonal relationships that give the basis for feelings, experiences, allow you to show an emotional response, help develop self-control. The spiritual influence of the collective and the individual is mutual.

The socio-psychological atmosphere of the team is also important. It should create optimal conditions for the development of a younger student: generate a sense of psychological security, satisfy the child's need for emotional contact, and be significant to other people.

The positive psychological and pedagogical potential of the children's team cannot develop spontaneously. What is needed is an “atmosphere surrounding the child” of social thought (L.S. Vygotsky), external pedagogical influence and guidance.

The behavior of junior schoolchildren is impulsive, not everyone has self-control, and it is not always able to restrain the increased emotionality of this age. Interpersonal conflicts are and are in the lower grades, but they flare up and go out easily.

In the psychological and pedagogical literature, the specifics of the emergence and development of conflicts in elementary school are quite widely described.

2.1. Causes of conflicts in elementary school

Age features of the younger student;

The specifics of the organization of the educational process in elementary school;

The attitude of younger students to the conflict, which includes: understanding the term conflict, the causes of conflicts, actions in case of conflicts.

The study of the causes of interpersonal conflicts in the relationships of younger students made it possible to reveal in the most general terms that these are: dissatisfaction with the needs of the individual in communication, self-affirmation, self-development, evaluation, recognition, as well as in its claims to a certain status in the group.

Svetlana Shabas notes: “Basically, conflicts between children occur on the basis of different levels of training (“he can read, but I can’t”), due to different ages classmates ("I'm older than you, so you shut up altogether") and - of course - of different sexes (I'm a boy - I'm stronger).

But there is another important problem that is practically not talked about: it is the different incomes of families. This is a very difficult moment. First of all, the material world of the child speaks about the prosperity of the family: what portfolios, notebooks, and so on. can afford to buy a parent. The child says: "I brought a pen for myself from Paris," and a neighbor has a pen for 2 rubles. 30 kopecks... And do not think that in elementary school children do not understand this difference!

Thus, the causes can be divided into two groups, endogenous and exogenous. The first group includes reasons related to the social status of the child, the financial situation of the family, the characteristics of education, the attitude of the teacher to children. Exogenous reasons include the characteristics of the child's nervous system, his personal development, the level of development of communicative competencies.

2.2. Ways to resolve conflicts in elementary school

Let us consider the main ways of resolving and preventing conflicts that exist in the theoretical and practical literature. This is necessary in order to determine to what extent the existing ways of resolving and preventing conflicts can be used by elementary school teachers in order to form the experience of correct relationships between students.

In this regard, we highlight three aspects:

- management of a conflict situation / conflict;

- directly ways to resolve the conflict;

- conflict prevention.

So, according to the formula of V.I. Andreeva, conflict is a problem + conflict situation + participants in the conflict + incident. Therefore, in order to resolve the conflict, it is necessary to make changes in the conflict situation. A conflict situation, as you know, cannot turn into a conflict without an incident, therefore, by changing the situation preceding the conflict, we can prevent the conflict.

Thus, if a conflict is a consequence of a certain conflict situation, then first of all it is necessary to conduct a correct diagnosis of the conflict situation, that is, if possible, determine the presence of a problem and potential participants in a possible conflict, their positions and the type of relationship between them.

According to H. Brodal, there are five main aspects of the diagnosis:

1) the origins of the conflict, that is, the subjective or objective experiences of the parties, the ways of "struggle", the events within the conflict, the contradiction of opinions or confrontation;

2) the biography of the conflict, that is, its history and the background against which it progressed;

3) parties to the conflict, whether individuals or groups;

4) position and relations of the parties, formal and informal; their interdependencies, their roles, personal relationships, and the like;

5) the initial attitude to the conflict - whether the parties want to resolve the conflict themselves, what are their hopes, expectations, conditions.

Therefore, the teacher in a conflict situation needs to identify its main structural elements, to objectively assess the conflict situation that has arisen, in order to find the correct constructive resolution of the conflict situation in the event of a conflict, including possible ways to prevent or extinguish the conflict, and, therefore, to establish such relationships in the environment, that will contribute to the implementation of educational goals and objectives.

In order to purposefully make changes in a conflict situation, it is necessary to know the basics of managing such a situation. Under the management of a conflict situation, we mean measures aimed at preventing an incident, and, therefore, do not contribute to the transition of a conflict situation into a conflict itself. There are no universal methods of "correct" management of a conflict situation, since the parties achieve opposite goals. But conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. This scheme includes: incident prevention, conflict suppression, conflict delay, conflict resolution

Thus, when eliminating a conflict situation, a conflict that has not yet arisen can be considered resolved.

According to A.G. Pochebut and V.A. Chiker, conflict management involves the ability to maintain its value below the level at which it becomes threatening to the organization. Skillfully managing the conflict, you can resolve it, that is, eliminate the problem that caused this conflict.

Domestic researcher T.S. Sulimova identifies the following main models for managing the development of a conflict:

Chapter 3

In the process of studying the problem of conflicts in elementary school, we have formed the hypothesis that with an organized impact on elementary school students with the participation of a high school student, the process of forming the skill of conflict-free behavior will be more effective.

Based on the hypothesis, a goal pilot study-determination of ways to prevent conflicts in primary school.

In accordance with the goal, the following were set and resolved: tasks :

1. identify the main causes of conflicts in primary school
2. develop and conduct a series of thematic conversations with elementary school students;
3. develop and conduct psychological game aimed at developing the skill of conflict-free interaction
4. to determine the effectiveness of the chosen methods of conflict prevention in elementary school.

3.1. Causes of conflicts among 2nd grade students in the State Educational Institution Secondary School No. 569

As a result of the experiment, it was revealed the reasons the occurrence of conflicts among students of the 2nd grade in the State Educational Institution Secondary School No. 569. These include:

1. Difficulties in communication, which are mainly expressed in negative statements in relation to each other. 42% of students noted that such a situation happens often, 44% rarely and 14% never. It is worth noting that the majority of students noted such a situation in relation to others as never happening - 61%, and only 16% noted that they also often tease and call their classmates names.
2. Aggressive forms of communication, which were noted by 30% of students as a frequent manifestation, 39% as rare;
3. Lack of understanding on the part of classmates, only 12% of students noted as a common reason, the majority (54%) did not mark this reason, and 35% noted it as rare.

Thus, the main causes of conflicts among students of the 2nd grade of the secondary school No. 569 are communication difficulties.

1. Prevention of conflicts among students of the 2nd grade GOU secondary school No. 569

To form students' skills of conflict-free communication, the followingthematic conversations:

1. Friendship
2. Quarrels and peace
3. Attitude towards people
4. The value of each

aim these conversations wereTeaching students how to communicate effectively in the classroom.

During the conversations, we were able to show the children the possibility of conflict-free interaction, consolidate their self-regulation skills, increase mutual respect and develop an interest in communicating with each other.

The final stage of meetings with students was the game "Desert Island".The purpose of the game is to show students the importance of each in achieving a common goal.

During the game, the children had to complete a number of different tasks aimed at achieving a common goal. The tasks were thought out in such a way that each student of the class could prove himself. During the game, students were able to see their classmates from the best sides, which was emphasized in the discussion. Some students noted that they did not know about the abilities of their classmates and now treat them better.

As a result of the work carried out, there is a decrease in the number of students entering into conflict situations. The interest of students in studies in this direction has increased. We can assume that the methods we have chosen are effective, the hypothesis is confirmed.

Conclusion

The theme of conflict is inexhaustible. This is one of the problems that can be called eternal. As long as people exist, as long as society develops, there are disputes that lead to conflict situations.

The causes of conflicts are as diverse as the conflicts themselves. There are objective causes and their perception by individuals. In elementary school, you often have to deal with subjective reasons. Very often, children react violently to simple comments or demands, to any non-standard situations and some actions of other children. Misunderstanding on the part of adults and classmates, dissatisfaction with one's position in society can lead to the emergence of vivid negative emotions. Such emotions can become the causes of a deep and long-term disorder of all behavior. Being in a state of excitement, the child cannot think consistently, act consistently and systematically, and control his behavior.

Conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. Psychological and pedagogical studies describe a very small range of preventive measures aimed at preventing conflicts and conflict situations in primary school. The main ones are conversations and psychological games.

Since the work on the formation of communication skills is already being carried out by the school psychologist, we assumed that if some of the information is presented by one of the high school students, then the effectiveness will be higher.

In the course of the work, we proved our hypothesis. We noted a decrease in the frequency of conflicts in the second grades, as well as an increase in students' interest in classes. I have also changed: I began to treat children better younger age, changed her attitude towards others, overcame the barrier of public speaking.

In general, we can say that such work helps not only those to whom it is directed, but also those who carry it out.

We plan to continue working in this direction next year.

Bibliography