Abstract
Learning the skills to build relationships is an important part of child development. Good relationship skills in childhood lay the foundation for healthy adult relationships. Young children’s relationships are characterized by a high degree of conflict, as children learn the cognitive skills of taking another’s perspective, thinking in terms of multiple attributes and anticipating the consequences of their actions. Children who learn to resolve conflicts successfully become more popular and interact with other children more frequently and for longer periods of time as they grow older, thus practicing interpersonal skills more frequently and consolidating their advantage. This project looks at the conflicts in which young children engage in group care settings. The aim is to understand the children’s meanings of conflict by observing their behavior in context. Understanding the meanings of conflict for children can inform caregivers’ strategies for guiding their behavior and for developing effective conflict resolution strategies in children.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Banham, V. (1994).Vygotsky for Children’s Services. A framework for understanding and creating strategies to develop children’s cognitive development for children’s services workers. Unpublished manuscript, Children Studies, Edith Cowan University, Perth, Australia.
Carson, D., Wagner, B., & Schultz, N. (1987). Temperament & gender: Correlates of toddler social competence.Journal of Genetic Psychology, 148(3), 289–302.
Dinwiddie, S. (1994) The saga of Sally, Sammy, and the red pen: Facilitating children’s social problem solving.Young Children, 49(5), 13–19.
Duane, M. (1989). Sex differences in styles of conflict management.Psychological Reports, 65, 1033–1034.
Eisenberg, A., & Garvey, C. (1981). Children’s use of verbal strategies in resolving conflicts.Discourse Processes 4, 149–170.
Erikson, E. (1950).Childhood and Society, New York: Norton.
Erwin, P. (1993).Friendship and peer relations in children. Chichester: John Wiley and Sons.
Guralnick, M. (1989). Social competence as a future direction for early intervention programs.Journal of Mental Deficiency Research, 33, 275–281.
Guralnick, M. (1990). Major accomplishments and future directions in early childhood mainstreaming.Topics in early childhood special education, 10 (2), 1–17.
Guralnick, M. (1992). A hierarchical model for understanding children’s peer related social competence. In: S. Odom, S. McConnell, & M. McEvoy (Eds.),Social competence of young children with disabilities: Issues and strategies for intervention (pp. 37–64). Baltimore: Paul H. Brookes.
Hay, D., & Ross, H. (1982). The social nature of early conflict.Child Development, 53, 105–113.
Laursen, B., & Hartup, W. (1989). The dynamics of preschool children’s conflicts.Merrill-Palmer Quarterly, 35 (3), 281–297.
Odom, S., McConnell, S., & McEvoy, M. (1992).Social competence of young children with disabilities: Issues and strategies for intervention. Baltimore: Paul H. Brookes.
Parker, J., & Asher, S. (1987). Peer relations and later personal adjustment.Psychology Bulletin, 102, 357–359.
Piaget, J. (1952).The origin of intelligence in children. New York: International Universities Press.
Promnitz, J. (1992). Peer interaction in young children. In P. Heaven (Ed.),Life span development (pp. 65–93). Marrickville NSW: Harcourt Brace Jovanovich.
Putallaz, M., & Wasserman, A. (1989). Children’s naturalistic entry behavior and sociometric status: A developmental perspective.Developmental Psychology, 25(2), 297–305.
Ramsey, P. (1991).Making friends in school: Promoting peer relationships in early childhood. New York: Teachers College Columbia University.
Ross, H. (1982). Toddler peer relations: Differentiation of games and conflicts.Canadian Journal of Behavioral Science, 14(4), 364–379.
Sarantakos, S. (1993).Social research. South Melbourne: MacMillan Education Australia PTY LTD.
Selman, R. (1980).The growth of interpersonal understanding. New York: Academic Press.
Selman, R. (1981) The child as a friendship philosopher. In S. Asher & J. Gottman (Eds.),The development of children’s friendships (pp. 242–273). Cambridge,MA: Cambridge University Press.
Selman, R., Schorin, M., Stone, C., & Phelps, E. (1983). A naturalistic study of children’s social understanding.Developmental Psychology, 19(1), 82–102.
Sims, M., Hutchins, T., & Taylor, M. (1994). Conflict resolution strategies used by three year old children in long day care centers. In K. Oxenberry, K. Rigby, & P. Slee (Eds.),Children’s peer relations: Cooperation and conflict. Conference proceedings (pp. 391–399). University of South Australia, Adelaide: Institute of Social Research.
Walden, T., & Field, T. (1990). Preschool children’s social competence and production and discrimination of effective expressions.British Journal of Psychology, 8, 65–76.
Wills, T. (1991). Social support and interpersonal relationships. In M. Clark (Ed.),Prosocial behavior. Review of personality and social psychology 12 (pp. 265–289). Newbury Park, CA: Sage.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Sims, M., Hutchins, T. & Taylor, M. Conflict as social interaction: Building relationship skills in child care settings. Child Youth Care Forum 26, 247–260 (1997). https://doi.org/10.1007/BF02589418
Issue Date:
DOI: https://doi.org/10.1007/BF02589418