Resolving conflict situations in primary school. Prevention of overcoming interpersonal conflicts in younger schoolchildren

Conflicts at school are an integral part of the educational process. In itself, conflict between peers is not something out of the ordinary. Such a conflict contains the opportunity for personal growth, since the need to learn to defend one’s position in front of classmates and to have one’s own point of view on any issue increases. Often conflicts at school are episodic in nature, that is, they break out from time to time between all students. A child, once in a children's group, must learn to live according to its laws. It is not always immediately possible to do this painlessly and easily. What are school conflicts, and should you try to avoid them?

Causes of conflicts at school

Like any phenomenon, conflicts among classmates have their reasons. Most often, conflicts arise between students of the same class and are based on a discrepancy in character, a clash of different opinions on a particular issue. Most conflicts occur during adolescence. The age of thirteen to sixteen years is characterized by increased impressionability, suspiciousness and anxiety. One careless word can provoke the development of a conflict. Young people and girls at this age do not yet have sufficient tolerance towards others. They see everything in black and white and give their own assessment to any phenomenon. Resolving such conflicts in some cases requires the participation of parents in the child’s life. What are the main reasons for conflicts among schoolchildren?

The struggle for authority

The most common cause of conflict is the struggle for the opportunity to be the leader among peers. A child with leadership qualities will strive to demonstrate his strength to others. Boys, more often than not, prove their superiority through physical strength, while girls learn to manipulate gracefully. In any case, there is a struggle for authority. The teenager tries with all the strength of his soul to be heard and thereby satisfy his deep need for recognition. This process cannot be called fast and calm. Sometimes years pass before yesterday's child understands which methods are acceptable and which ones are better to refuse.

Resentment and insults

Another reason for acute conflict with peers is multiple grievances and misunderstandings. The situation when the weak and defenseless are bullied in the classroom is, unfortunately, not uncommon today. The conflict, formed by the need to defend one’s individuality, leads to the formation of such qualities in the individual as distrust and isolation. School bullying is harmful not only to the person being bullied, but also to other students. Teenagers see a picture of unpleasant aggressive actions, which are often accompanied by complete impunity.

Resentments and insults among students of the same class necessarily lead to pronounced conflict. Whatever the reason for the glaring disagreements, it requires mandatory resolution. Children do not know how to hide their feelings; they want to understand the current situation immediately. At the same time, discipline and the general atmosphere in the team suffer. Teachers complain that students are becoming uncontrollable and aggressive.

Unrequited sympathy

An important cause of conflict in the classroom is the first love. During puberty, adolescents begin to become interested in peers of the opposite sex. There is a kind of strong leap in development. A boy or girl simply cannot continue to live in the old way. They begin to look for additional opportunities to please and impress. Unrequited feelings can lead to a dramatic outcome: apathy, inner emptiness and reluctance to reveal the depth of your experiences to anyone. It must be said that at this age, unrequited sympathy is very common. Moreover, there is a fair opinion that at one time in life every person experienced what it means to be rejected by the object of his adoration.

During their first courtship, many teenagers become nervous and irritable. This happens for the reason that they still have little experience in building trusting relationships. At the same time, every young person over the age of fifteen needs close relationships, wants to achieve maximum understanding and be heard by others. The discrepancy between one's own feelings and reality leads to the emergence of open conflicts that require immediate resolution.

Types of conflicts at school

Conflicts at school have their own specifics and are distinguished by the varying involvement of adults in this process. The degree of expression can be strong or quite weak. A hidden conflict often remains invisible to others, since its participants do not take active action for a long time. Examples of conflicts show how important it is to act at the first signs of trouble and psychological discomfort in a child. The following types of conflicts in school are distinguished.

Conflict between students

This type of conflict is characterized by the formation of persistent non-acceptance of some individuals by others. The warring parties create unbearable living conditions for each other and participate in various conspiracies. The participants in the conflict are children and adolescents. The unwritten rule of such conflicts is their duration, aggressiveness, and cruelty towards their opponents. Children not only do not try to understand each other, but also deliberately aggravate enmity with manifestations of contempt and demonstrative disrespect.

Example: there is a physically weak boy in the class, whom everyone makes fun of and mocks. Other students constantly provoke him into an open quarrel. The conflict worsens over time, but is not resolved in any way, because the young man does not want to respond with cruelty to the attacks of his classmates. Those guys who take his side are also persecuted by the leader and his group.

Teacher and pupil

A fairly common type of conflict is misunderstanding between the teacher and students. How often do students believe that they are unfairly given bad grades and make little effort to correct the situation! Neither the rejection of teachers nor the condemnation of classmates works. Sometimes, for some reason, a child becomes so immersed in himself and his own world that he stops noticing the events happening around him. This only prolongs the conflict, which does not contribute to its resolution. Meanwhile, in the “Teacher-Student” model, the child is not always to blame. The teacher, in any case, is older and wiser than any teenager, and therefore must try to eliminate the conflict or at least reduce it to a minimum. It must be said that teachers are also not always attentive to students. Bad mood, problems at home, personal ailments - all this leaves a serious imprint on the personality. Many teachers suffer from the fact that they attach negative labels to the child and treat him with prejudice from the very first mistake, without giving him the opportunity to correct it.

Example: a girl, a sixth grade student, is not doing well in the English subject. The teacher gives her unsatisfactory grades. The child, in desperation, tries to correct the situation, but she fails - she has neglected the subject too much due to a long-term illness. The teacher does not want to delve into these details, believing that the student must fill in the gap on her own.

Teacher and student's parents

Often a conflict occurs between the parents of one of the students and the teacher himself. Parents accuse the teacher of having a biased attitude towards their child. In this situation, everyone suffers and, first of all, the child. The teacher develops a negative opinion about a particular student, and he involuntarily ignores him in his work. The child gets used to being deprived of the teacher’s praise and in the future does not try to correct the situation. Parents are completely disappointed in the education system.

Example: parents of a second grade student start a showdown with the teacher for any reason, asking why the child got a B, why not an A? The conflict grows: the child develops a reluctance to learn, because before his eyes the parents behave incorrectly with the teacher. The teacher begins to seek help from the head teacher and the director.

Conflict resolution at school

Any conflicts need to be resolved. Otherwise, tension increases and problems only increase. How can school disagreements be minimized? In a dispute, everyone is confident that they are right. Meanwhile, if you try to understand your opponent, you can significantly reduce the impact of the conflict itself. All you need to do is put yourself in your opponent's shoes. Teachers should try to imagine how a child feels when he neglected school material (even through his own fault), but no one wants to understand him. Parents constantly scold for poor performance. How can a child independently find a way out of this situation if he is deprived of all support in advance?

Resolving conflicts in school should begin with taking responsibility for one's actions and actions. The student must be aware that he has responsibilities that must be fulfilled. Teachers should strive to see positive character traits in children, try to establish contact with each individual child, and present the material being studied in an intelligible and engaging manner.

Thus, the topic of school conflicts is not new at all. Every person has encountered it at least once in their life. The well-being of the child and the formation of his worldview depend on how quickly and correctly a significant disagreement between the parties to the controversy can be resolved.

"Conflict in primary school and ways to resolve it."
It is known that school life is not without conflict. Students are late, talk in class, cheat, give hints, get distracted, quarrel among themselves, which leads to clashes. But, despite the fact that conflict situations in the educational process are a familiar, everyday phenomenon, it is impossible to get used to it. The lack of purposeful work on developing the experience of relationships in conflict situations in elementary school can negatively 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 specifics of the emergence, development and resolution of interpersonal conflicts in elementary school are directly dependent on the following factors:
1. Age characteristics of a primary school student.
2. Specifics of the organization of the educational process in elementary school.
3. The attitude of younger schoolchildren to conflict, which includes: understanding the term conflict, the causes of conflicts that arise, actions in the event of conflicts.
In this regard, the following stand out: age features:
1. Transformation of the social development situation (transition from carefree childhood to the position of a student), changing the child’s usual lifestyle and daily routine.
2. Beginning of relationship formation with the classroom staff, 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 excess physical energy.
4. Mental imbalance , instability in volition, variability of moods, excessive impressionability due to physiological changes in the body.
5. Unstable attention of a primary school student , since, firstly, his excitement predominates over inhibition 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, since fatigue and extreme inhibition quickly set in.
6. The predominance of the absorbent nature of cognition rather than memorization , the desire of children for research activities due to receptivity and impressionability, comparison and analysis of the phenomena around them, expression of their personal attitude to a particular situation.
7. The emergence of new needs and responsibilities: obey the teacher’s demands, complete homework, acquire new knowledge and skills, receive a good grade and praise from the teacher, communicate with students and the teacher, which often leads to contradictions with the child’s capabilities and interests.
8. Trusting submission to authority , but at the same time the formation of his own self 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, there are deep upheavals.
10. Lack of everyday experience of constructive behavior in the event of an emergency conflict situation , predominance of behavioral style on an intuitive level.

11. Predominance of gaming activities , as one of the means of developing the child’s skills and abilities with the increasing role of educational activities.

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

A preliminary survey of students was conducted. Survey results:

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

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

What most often causes conflict for you? Quarrel, argument, misunderstanding of each other, fighting over one thing, envy, bad mood, disagreement between people, people's behavior, inability to communicate.

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

With whom did conflict situations arise? With friends, parents, neighbors, roommate, classmates.

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

During the lesson, almost every student showed their worth in one way or another. The 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 to analysis of a fragment of the fairy tale by H.H. Andersen “The Ugly Duckling”(poultry yard scene).

Why didn't they like the ugly duckling?

They didn't like the ugly duckling because he was different from the others, because he was different! He was rejected by everyone. This sometimes happens in life, when a person or 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 the majority of people around him at that moment. We 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 took advantage of such productive methods of getting out of conflict situations as cooperation and 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, because... the river is burning. Try to solve this problem without leading to conflict. The essence of the game is for two teams to unite and move to the other side at the same time towards each other.

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

Two goats.
Once upon a time there were two goats. One goat was white and the other was black. And before that they were stubborn, well, they never gave in to each other in anything. Somehow these stubborn goats met on a narrow bridge across a stream. It was impossible for two people to cross the stream at once.
“Make way for me,” said the white goat.
“What an important gentleman,” answered the black goat.
- Back five, I was the first to ascend the bridge.
- No, I won’t give in. I am much older than you in years and I still have to give in to you?
- Never! - shouted the white goat.
Here both goats, without thinking twice, collided with their horns and, bracing themselves with their thin legs, began to fight. And the bridge was wet. Both stubborn people slipped and fell straight into the water. With great difficulty, the goats got out of the water and decided not to quarrel anymore, because without friendship grief could not be avoided. There can be no joy without friendship.

Can the case with the goats be called a conflict situation? What would you do if you were the goats? The children concluded that concession is one way 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 owner’s opinion. Never tell a person that he is wrong.
3. If you are wrong, admit it.
4. Maintain a friendly tone from the very beginning.
5. Make the other person say yes to you right away.
6. Let your interlocutor do most of the talking.
7. Let the interlocutor believe that this thought belongs to him.
8. Sincerely try to see things from your interlocutor's point of view.
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 great team is formed.
I would like to end my speech with the words:
A person who does not do a very good thing risks being left alone and causing condemnation from others. Conversely, there are actions that elevate people in the eyes of others. In both cases, when faced with a choice, before doing anything, think about the consequences. And let the decision turn out to be correct.

Unfortunately, very often a child grows up, but communication problems remain, and younger schoolchildren sometimes have no less of them than preschoolers. If your child is bullied at school, you should not let the situation get out of control: Sometimes seemingly harmless ridicule turns into real bullying. And then the whole class becomes involved in a 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. To them are only added those that, due to age and skills, are inaccessible to preschool children, for example, text insults through social networks on the Internet or telephone SMS, plus academic successes and failures.

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 child. Some of your peers will dislike your son or daughter, others will remain indifferent. Your task is to explain to your child that all people are different and that they experience different feelings, including towards him. It’s better to tell the story using examples from the life of the baby himself, remembering cases: “Remember, it was unpleasant for you to play with Tolik? And Misha didn’t want to be friends with you? "

Communication problems between schoolchildren sometimes intensify. Classmates may disagree with each other and argue to the point of offensive words. Someone will disturb other students during lessons or run around and push everyone during breaks. And someone will be angry that he received a lower grade than his neighbor at his desk, and will begin to insultingly tease and call the unsuspecting “excellent” student. The cause of school conflicts can even be different tastes: one child likes magazines with Masha and the Bear, and another - with fairies or cars, ships. But this is not a reason to change your tastes and hobbies or to fight with your fists to defend your point of view. To avoid conflicts, already at primary 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 children.

How can a younger student avoid problems communicating with peers?

Before you give advice on resolving school conflicts, try to help your child establish relationships with classmates from the first days. Then maybe you won’t need protection?

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

• First of all, if your child has any health problems, be sure to notify the teacher. Perhaps the child needs to take timely medication, or the baby suffers from a stutter or a skin disease, or has enuresis. In order to avoid conflicts between younger students, the teacher must be aware of such problems! In addition, the teacher will be able to protect the child from the ridicule of classmates.
• Pay close attention to general school requirements. There’s no point in giving your daughter a “pink T-shirt and funny pants” for physical education if all the kids wear white T-shirts and black shorts. Such a discrepancy in form can cause a hail of ridicule from the baby’s classmates. You think the color of a T-shirt is not important, and it will be a tragedy for a girl when one of the boys starts pointing at her and shouting offensive nicknames. Please note that we are talking specifically about general school requirements for lessons, and not about indulging the child and rushing to buy “a pencil case as cool as Katya’s.”
• To prevent conflicts in the school environment, help your child join the team and find friends - it is very important for him to learn to “live with the class.” Let your child, with your help, choose a club or section for himself and go to classes. Find out what studios, clubs 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 your child immediately after school; it is better to take your child to French and drawing classes not immediately “after school.” Usually children play for a while in the school yard; such joint games help to make friends. And parents, by the way, at this time can discuss some general class events, agree on joint excursions, organize a holiday or a “tourist trip”, a trip. Such events are especially good for bringing kids together.
• In order to avoid conflicts in the school class, encourage your child’s desire 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 class, but also outside of school, there are much fewer conflicts and “squabbles” between them. Why? Children learn to find a “common language”, recognize each other’s strengths and weaknesses, and, to the best of their ability, try not to offend or be offended.
• At home, talk to your child more, take an interest in his school and extracurricular activities. Pay special attention to your baby’s feelings and mood; they will help you notice in time if something goes wrong.
• If a child increasingly “leaks from reality” and spends a lot of time at the computer, this is an alarm bell. Those children who have no one to play with in real life often become dependent on so-called gadgets. And those who are offended in life, who often become involved in conflicts between schoolchildren, go to the virtual world, where they feel strong and confident. In such a situation, try to devote more of your precious (without any irony!) time to the child. Go for walks together in the nearest park or forest, go to the theater and cinema, and even trips to the supermarket (with conversations along the way) will bring you and your baby closer.

Conflicts in the school class between students: examples and reasons for their occurrence

A striking example of school conflicts is calling students names. 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 annoy me! As a psychologist, I naturally immediately want to ask a fundamentally important question: to bring to what? After all, this is where the whole meaning 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 this. It is not without reason that such an interpersonal conflict between junior schoolchildren is characterized by the following role alignment: aggressor - potential victim - observers (playing the role of a chorus in an ancient Greek tragedy). Usually these observers are always present. They form public opinion, evaluate the behavior of participants, and disseminate it throughout the world. It is no coincidence that newcomers are teased especially strongly and teased especially often during the period of showdown, when a children's group or class gradually takes shape as a structured community of different people.

Children of primary school age are good at coming up with nicknames and offensive teases. Let's figure out the purpose for which this is done.

• To play. An approximate train of thought of the offender: “I’ll tease him - he’ll run after me, and we’ll play catch-up. Funny!"
• Make those around you happy. The child did not even think of offending 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 retaliate. Maybe because the “enemy” is somehow unpleasant, maybe in order to “measure strength” (boys especially use such “battles”).
• Self-assertion. Moreover, to assert oneself at the expense of others. The offender is trying to “elevate himself” in his own eyes, to make sure that he is better, smarter, stronger, faster.
• Attract the attention of adults. Unable to earn praise and having communication problems, school-age children often become insolent and behave badly. Thus - by calling names, teasing others - the baby literally “shouts” to the adults: “Pay attention to me! I don’t know how to do it any other way, but I want to be noticed!” (And they notice - they punish.)
• Spit out aggression. But here to offend, to hurt more painfully is a conscious goal. His own anger (they took away a toy, pushed him, hit him in a game) seeks a way out and finds it in offensive screams.
• Out of envy. Not only is “Aunt Masha jealous of Aunt Zina that her dress is from Paris.” A little offender may envy someone else’s toy, a beautiful outfit, or a brand new cell phone. And a decision arises in the soul to “restore justice”: “Of course, you have a new car, but you are a sleepy turtle, everyone overtook you in physical education!”
• For self-defense. Few elementary school students will be able to resist calling the offender back.

The offender needs teasing and name-calling in order to vent and “solve” his 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 monitor what they say in the presence of 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 “suggested” by parents. And it is useless to instill something in your child if your behavior remains unchanged. Do not “prompt” these teasers to your child yourself. Often adults provoke children into undesirable behavior by discussing “how fat Masha is from their group” or wondering “whether the children tease Maxim with glasses.”

The obvious is not the most important thing. To prevent school conflicts, parents must show their child that appearance, gender, nationality, and even behavioral characteristics are not so important. The instructive game “Candy” will help with this. Take a delicious candy and wrap it in an inconspicuous wrapper (you can make it yourself from plain paper). Let the child make sure that the candy is tasty. Talk to him about how it happens among people: the appearance is not very attractive, but inside the person is very kind and good.

Remember that we are talking about conflicts between primary schoolchildren, so games and fairy tales can be the main helpers in resolving disputes. Russian fairy tales are a storehouse of folk wisdom. Especially those where the heroes 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 your child, discuss the characteristics of each of the characters. Please note 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 child was intolerant of the shortcomings of others. During the game, consult with your child about what feelings the characters are experiencing and what is best for them to do. Through play and fairy tales, this “lesson” will be learned much more successfully than through moralizing and punishment.

Intolerance is replaced either by interest or sympathy. Intolerance is a strong feeling, and one must understand that either it will be replaced by other, more noble feelings, or it will not go away. Therefore, when 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 this way?”) or sympathy (“It must be difficult to live if you limp”). Interest can be born if you encourage the child to talk about what is happening, and not just state or judge. 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 state of health) of another person are such that they cannot be changed, it is necessary to teach the child to show compassion and empathy so that he grows up to be a caring person.”

If you still fail to establish relationships with classmates (or specifically with one of them) and your child is teased, called names and bullied, use the following tips.

What should a child do if he is bullied by his peers at school: advice from a psychologist

Does your child lack life experience, communication experience, is he touchy or simply doesn’t know how to respond to teasing? There are simple, non-effective psychological defense techniques that you can teach your child. This will help him have in his arsenal a stock of possible responses to grievances.

If your child is bullied at school, listen to the following advice from psychologists:

• Teach your child not to generalize. When the child says: “Everyone offends me!”, ask him: “Is Vitya offending you? No? And Dima? And Larisa? And Sonya? “Start with the names of children about whom you know for sure that they will 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 (you can’t win everyone!), then you can show resistance.
• Teach your child not to give in to provocations. The child must 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 your child in advance, you never know what situation he will find himself in. For example, after school your son is waiting for you in the school yard, and you do not allow him to leave. Surely one of the children at some point will tease the baby and provoke him to break 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 (not to take off my jacket, not to run to the construction site...). Like a real man, I keep my word.” The phrase is universal; the child must be able to substitute into it the words of prohibition that are necessary in a particular situation.
• Prepare your baby for various “standard” situations if you understand that the child will be teased (the baby is red-haired, or fat, or has an unusual first name, or wears glasses, etc.). If peers bully your child at school, come up with and learn “answers” ​​to teasing, preferably funny, amusing ones so that the child can use them.
• The best defense against conflict among schoolchildren is attack. This technique applies specifically to those children who are “guaranteed” to fall under ridicule (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 smiley faces on the frames of your glasses. Or braid an intricate braid for your red-haired daughter, and let him say that such hairstyles really suit red-haired girls. Or, remembering the notorious Harry Potter, allow you to look and touch a scar, a large mole that has aroused interest among classmates. Do this openly, then it will become awkward for those who are interested.
• Conflicts at school age can be avoided if you play “aggression” at home, stage the play “They took away a thing”, “Called them”, “They get into a fight”. You demonstrate to your child the types of “attack” and together you figure out how to defend yourself. You can fight as a joke, so the child can be both the defeated and the winner. The child must understand that in the classroom they can “test his strength” - will he respond if he is pushed? Call me? Should I grab or throw my pencil case off my desk? It is important to answer immediately and protect yourself. When giving your child examples of how to resolve school conflicts, teach him that under no circumstances should you start being the first to bully, 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 an inept one. This will make it clear to the offenders that the child will defend himself. Protective techniques that you rehearse at home will help your child avoid becoming a passive victim.
• To prevent conflicts in a school community, the “three-step method” is very effective - a kind of instruction if verbal resentment develops into physical aggression. Usually, after using this method, the number of aggressive manifestations towards the baby decreases. But I want to warn you right away: this method is used in extreme cases! And it can be applied to boys; for girl offenders, only the first step is suitable.

Step one. In response to the words or actions of the offender, say in a calm, firm tone, without pleading or tearful intonations: “I don’t like (I don’t like) what you say (do).” The tone and expression of the child’s face are 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 (I don’t like) what you’re saying (doing). If you don't stop, I'll hit you."

Step three. If the warning has no effect, you can hit the offender. But, I repeat, this is an extreme case!

If a child is being bullied at school, these children's “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 they do not respect. Therefore, teach your child to show his strengths. Kindness and responsiveness are always valued between children, justice is one of the strongest qualities for which children respect. This means that you should cultivate these qualities in your child and try to teach friendly communication.

And in this regard, we can remember two girls from the same elementary school graduating class. One girl is tall, skinny, with crooked legs like sticks, thin “tails” on her head and eternal “from two to three” in her diary... Can you imagine? And the second is an excellent student, a beauty with blue eyes and blond curls - a doll from a fairy tale! So the first one is the soul of the class, and then the school, the cheerful ringleader and the fairest “referee” in all disputes. No one ever called her names; on the contrary, in high school, all the boys fell in love. As for the “doll,” she was not liked in the class, and she changed several schools because of her habit of sneaking around and doing nasty things on the sly.

You will greatly help your child find a way to resolve school conflicts if you teach him how to respond to offenders. In unpleasant situations, it is important that the child has the “last word”; this often helps to avoid further offense.

It’s great if the kid has a sense of humor and can instantly “shave off” a word. But, unfortunately, the child usually gets lost and cannot find words in response to rudeness (as do many adults). Come up with several responses in advance, for example, to the tease “fat!” you can answer: “And I’m proud of it! There must be a lot of good people!”, “You don’t understand, I’m not fat, but respectable!” 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. Practice in front of a mirror and let your baby learn to pronounce the phrase loudly and clearly.

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

Many phrases are passed down from generation to generation, for example:“I hear from someone like that!”, “Whoever calls you names like that is called that himself!”, “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 are lost, you don’t need 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 register, I have the key, whoever calls names is on himself!”, “A crocodile walked along, swallowed your word, but left mine!”, “And I’ll put up a ladder and rearrange all the letters!”, “Chicks -trucks - wall! (at the same time, the baby puts a “barrier” with his hand between himself and the offender).

If your child is called an offensive nickname, you can teach him the following response:“I didn’t even know that’s your name! It’s very nice, and I’m Petya!” Or when called names, for example, “Rasteryakha,” respond: “Hello, Rasteryakha, nice to meet you! My name is Seryozha!

If the offender does not lag behind and continues to say the same thing, you can “connect” irony or ridicule:“Is that all you can say? “,” “Yes, I wear glasses, but I’m not the dumbest one,” “Do you know anything smarter? »

When treated rudely, you can say:“While you’re talking to me like that, I can’t hear you” (option: “While you’re 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 name-calling, ask again:"I'm sorry, what?"

Reply with exaggerated politeness, as if thanking you:“Thank you for paying such close attention to me!”

A few more phrases if the child feels that the name-calling is turning into insults:“This doesn’t suit you,” “For some reason I don’t want to be friends with you anymore,” “If you want, fight without me.”

Below are some more ways to resolve school conflicts.

• Teach to change behavior tactics. Talk to your child, ask how 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 some unusual action at home with your baby 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. ruin their fun). Perhaps such unexpected behavior of the child will help take a step towards “reconciliation of the parties.” But the child must be prepared that they will not leave him immediately, and maybe they will also try to change tactics.
• "And what?"- repeat for every name-calling or insult. It affects both children and adults, since any “evidence” is broken on this issue.
• "Annexion below." This is the name of a communication technique in psychology, but it must be taught to children who are confident in their abilities and have adequate self-esteem. The technique consists of “agreement” - no matter what the offender says, the child agrees with him, laughing or ironic. For example, laughingly declare to a teaser: “Yes, exactly! That’s exactly who I am!” Or: “Right, right! You noticed correctly! True, others don’t see anything like that in me!” Or: “It’s strange, no one noticed that I was stupid. It’s so 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 a child 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 respond by laughing at the offender with the words: “You talk so funny!” Or: “Well, you’re funny!” 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. These are some of the basic techniques of “psychological self-defense.” It is the most difficult and the 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 a “target”? The child needs to be explained that the weak are called names and teased, those who cannot assert themselves in any other way. So they are trying to “offend, hurt and rejoice.” “The child’s task is not to allow himself to be emotionally hooked. If someone calls you names, it's not you who is bad, but he who behaves badly. If your clothes were taken away, it’s not you who is bad, it’s him who behaves unacceptable. Therefore, it is one thing to get your clothes back (all participants understand that this is not a problem; parents are waiting outside for the child, who will come to his aid in any case), but another thing is to get excited, cry, try to take the clothes away, etc. You can’t do this.” There is no need to “stoop to the level of the weak”; you need to learn to be calm and confident. It is very difficult to restrain yourself when you are attacked and offended. And for that
  To avoid showing your irritation, anger, or resentment outwardly (with your face, gaze, facial expressions, gestures) in conflicts, you need to practice at home, preferably in front of a mirror.

Examples of conflict resolution in a school environment between students

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

• “turn on your favorite song at full volume” in your head so that it “drowns out” the 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 reach you through the thick glass;
• imagine how you put an invisibility cap on the offender, and he disappears;
• look in the other direction, remember a funny story and laugh;
• turn away and start a conversation with another child;
• do something else interesting or important (for example, turn your back on the offender and prepare for the next lesson).

“It’s still impossible to protect a child from such situations, so teaching them to react correctly is the only way; it will come in handy a hundred times in life. Then, when the child learns not to turn on, he will be able to practice and respond.

Turn any situation in your favor. Then the whole crowd will start laughing not at him, but at the offender, no one will want to get involved with him. But you can only be witty with a cool head, so learning not to react is the very first thing you need to do.” (Anonymous forum user.)

Finding the best ways to protect yourself. When you and your child are looking for a way out of “offensive” situations, ask him how he himself would like to be able to defend himself. Take a piece of paper and write down everything your child suggests. It’s not a fact that you will like the “I would kill him!” method. or “I’ll trip her and let her fall down the stairs!”, but now it’s easy to write down your case. When the fantasies of “scary places” are exhausted, suggest and write down several of your own methods (use the ones you just read about). Be sure to tell your child several cases from your own experience, let him know how you managed to cope with grievances and get out of conflict situations. Another good technique is to give examples from the lives of people whom the child loves and respects. These could be relatives, famous artists, movie characters. Of course, you need to prepare for such a conversation and remember the necessary examples. Also add suitable methods of self-defense to the list.

And then discuss point by point all the pros and cons of each technique. Let your child choose the ones that suit him and start training at home.

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

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

Please remember that schoolchildren react very sharply to parental interference in “their lives.” Any scandalous visit to a teacher or director will add problems to your child, they will tease him even more (“holding on to his mother’s skirt”, “mama’s boy”, “sneak, he 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? I feel worse now, no one is friends with me in class...” Therefore, as Carlson said, “calm, only calm!”, Even if you are seething with indignation and are ready to “break everyone up.” The purpose of your visit is not a scandal, but a necessary measure to protect the child. So, what should you do if your child is 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 your child’s class teacher
• It may be worth asking that the school psychologist 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 primary school).
• Be sure to provide specific examples of grievances, if you know, with the names of the offenders.
• Listen to the teacher's opinion. Clarify 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 bullied by classmates at school, ask how work is done in the classroom with discipline violators, and what measures the teacher uses.
• Discuss in conversation what actions the teacher suggests to protect your child.
• Arrange a new meeting after a certain period, for example, after 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 does not help, contact higher organizations - the district or city education department.
• In cases where the conflict takes the form of bullying or child cruelty causes physical harm to your child, you can contact law enforcement.

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

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Introduction

1. Theoretical foundations for research on the prevention of conflict behavior in children of primary school age

1.1 Definition of conflict, content, types and methods of occurrence

1.2 Features of conflict behavior in children of primary school age

2. Specifics of psychological prevention of conflict behavior in children

Conclusion

Bibliography

Introduction

Conflicts naturally come into our lives. Life changes, and the causes and forms of conflicts change. They can expect us in every encounter with a new person or new situation. It is impossible to avoid them, they are necessary for development, for growth, otherwise stagnation occurs. Interpersonal relationships in the process of development require adjustment, harmonization, and bringing to agreement.

To conflict constructively means to identify disagreements or opposition in order to direct the efforts of all conflicting parties to find and solve the problem that causes these disagreements and opposition. The technique of creative conflict management is a useful tool that mobilizes creative potential, frees a person from existing personal limitations and facilitates the choice of the best behavior. The emotional state during conflict is characterized by indecision and tension, which are the result of incompatible internal demands.

Relevance of this issue is to study the dynamics of the relationship between student and teacher in the process of age-related development of a junior schoolchild at the stage of formation of educational activity. It seems important to have a special analysis of the main contradiction in the relationship between teacher and student in the first phase of primary school age, as well as to study the specifics of constructing and resolving a productive relationship conflict as the main mechanism for the development of child-adult relationships within the framework of the normative development of age.

An object: conflict behavior in primary school age.

Item: psychodiagnostics of conflict behavior in children of primary school age.

1 . Theoretical foundations of the study children's conflict behaviorprimary school age

1.1 Definition of conflict, content, types and methods of occurrence

In order to skillfully use conflict in the pedagogical process, it is necessary, naturally, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using conflict to a person who has only an everyday understanding of the conflict process.

Conflict is an extremely common phenomenon in social life. It is known that not only people conflict. Conflicts occur between individual representatives of biological communities and between species, in public life - between people, social groups, classes, states.

The concept of “conflict” is used in a broad interpretation - it includes such phenomena as disagreements, conflicting intentions, divergent attitudes and expectations (expectations), competition, rivalry, hostility and other similar contradictory attitudes and actions. student teacher conflict

Conflicts can occur in two interrelated forms - contradictory psychological states and open contradictory actions of the parties (at the individual and group levels). The nature of interpersonal (and interrole) relationships sheds light on the internal (socio-psychological) mechanism, state and direction of development of the education sector.

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

We are considering a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.

Typological division of conflicts:

· “genuine” - when a conflict of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;

· “accidental or conditional” - when conflict relations arise due to random, easily changeable circumstances that are not realized by their participants. Such relationships can be terminated if real alternatives are realized;

· “displaced” - when the perceived causes of the conflict are only indirectly related to the objective reasons underlying it. Such a conflict may be an expression of conflicting true relationships, but in some symbolic form;

· “incorrectly attributed” - when conflicting relationships are attributed to parties other than those between whom the actual conflict is playing out. This is done either intentionally with the aim of provoking a clash in the enemy group, thereby “obscuring” the conflict between its true participants, or unintentionally, due to the lack of truly true information about the existing conflict;

· “hidden” - when conflict relations, due to objective reasons, should take place, but are not actualized;

· “false” - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of “conflict” and “conflict situation”; the difference between them is very significant.

A conflict situation is a combination of human interests that creates the ground for real confrontation between social actors. The main feature is the emergence of a subject of conflict, but so far the absence of open active struggle. That is, in the process of development of a conflict, a conflict situation always precedes the conflict and is its basis.

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention is paid to their motives, value orientations, distinctive features and behavior patterns. Finally, the content of the incident is analyzed. It is pedagogically important to monitor signals indicating the emergence of a conflict.

In practice, a social educator is more interested not so much in eliminating an incident as in analyzing a conflict situation. After all, an incident can be suppressed through “pressure,” while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

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

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

Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize incompatible values ​​and norms in their relationships. This is a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students. As an intractable contradiction associated with acute emotional experiences, as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a state that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.

It has been established that contradictions that arise among younger schoolchildren do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether a contradiction will grow into a conflict or find its resolution in discussions and disputes. Successful resolution of a conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of “safety technique” for teaching activities.

There are two approaches to preparing for conflict resolution:

· study of existing advanced pedagogical experience;

· mastering knowledge of the patterns of development of conflicts and ways to prevent and overcome them.

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 to interfere in the clashes that arise among students;

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

position of expedient intervention in the conflict - the teacher, relying on good knowledge of the group of students, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision 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, teachers often lack the culture and technique of interacting with students, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve a conflict, but also to understand its causes. To resolve conflicts among younger schoolchildren, the method of persuasion is very appropriate as a way to reconcile the parties. It helps to show younger schoolchildren the inappropriateness of some of the forms they use to resolve conflict (fights, name-calling, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the youngest student. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experiences of the student.

According to their direction, conflicts are divided into the following types:

· socio-pedagogical - they manifest themselves both in relationships between groups and with individuals. This group is based on conflicts - violations in the area of ​​relationships;

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

· social conflict - situational conflicts from case to case;

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

Conflicts are classified according to the degree of their reaction to what is happening:

· fast-flowing conflicts - characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict;

· acute long-term conflicts - arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

· mild, sluggish conflicts - typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict;

· mild, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear that seem to proceed mildly, then the prognosis may be unfavorable.

There are conflict pedagogical situations:

By time - permanent and temporary (discrete, one-time);

In the sphere of psychological flow - in business and informal communication.

Business conflicts arise on the basis of discrepancies in the opinions and actions of team members when solving problems of a business nature, and the latter - on the basis of contradictions in personal interests. Personal conflicts may concern people’s perception and assessment of each other, real or perceived injustice in the assessment of their actions, work results, etc.

In conflict situations, their participants resort to various forms of defensive behavior:

· aggression (manifests itself in “vertical” conflicts, i.e. between a student and a teacher, between a teacher and the school administration, etc.; it can be directed at other people and at oneself, often taking the form of self-humiliation and self-accusation) ;

· projection (reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows them to cope with excessive internal tension);

· fantasy (what cannot be achieved in reality begins to be achieved in dreams; achieving the desired goal occurs in the imagination);

· regression (the goal is replaced; the level of aspirations decreases; however, the motives of behavior remain the same);

· goal replacement (psychological tension is directed to other areas of activity);

· avoiding an unpleasant situation (a person unconsciously avoids a situation in which he failed or was unable to complete the intended tasks).

There are a number of stages in the dynamics of conflict development:

· Presumptive stage - associated with the emergence of conditions under which a conflict of interests may arise. These conditions include:

a) a long-term conflict-free state of a team or group; conflict-free development is fraught with conflicts;

b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things;

c) information-sensory hunger, lack of vital information, long-term absence of bright, strong impressions; at the heart of all this is the emotional oversaturation of everyday life;

d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group no one feels deprived, a “second-class person”;

e) style of organizing life and managing a team.

· The stage of the emergence of a conflict is a clash of interests of various groups or individuals. It comes in three main forms:

a) a fundamental clash, when the satisfaction of some can be definitely realized only by infringing on the interests of others;

b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs;

c) the idea of ​​a conflict of interests arises, but this is an imaginary, apparent conflict that does not affect the interests of people, members of the team.

· The stage of maturation of the conflict - a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious readiness to act in one way or another in order to remove the sources of the uncomfortable state. A state of psychological tension encourages an “attack” or a “retreat” from the source of unpleasant experiences.

· Stage of awareness of the conflict - the conflicting parties begin to realize, and not just feel, a conflict of interests. There are a number of options here:

a) both participants come to the conclusion that the conflicting relationship is inappropriate and are ready to abandon mutual claims;

b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; another participant goes to further aggravation; considers the other party’s compliance as weakness;

c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.

1.2 Features of conflict behavior in children of primary school age

Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental 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 leadership conflicts among students reflect the struggle of two or three leaders and their groups for primacy in the class. In middle school, a group of boys and a group of girls often conflict. A conflict between three or four teenagers and a whole class may arise, or a conflict between one student and the class may break out.

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. Research shows that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of students' interpersonal relationships with classmates and parents. Personal communication style and pedagogical tactics “cooperation” " determine the most conflict-free relationships between children and each other. However, a small number of primary school teachers master this style. Primary school teachers with a pronounced functional communication style adhere to one of the tactics (“dictation” or “tutelage”) that increase the tension of interpersonal relationships in the classroom. A large number of conflicts characterize relationships in the classes of “authoritarian” teachers and in high school age.

Secondly, the teacher is obliged to intervene in student conflicts , regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or perhaps just good advice. The involvement of those in conflict in joint activities, the participation of other students, especially class leaders, in resolving the conflict, etc. have a positive impact.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common part of reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

· activities arising from the student’s academic performance and his/her performance of extracurricular tasks;

· behavior (actions) arising from a student’s violation of the rules of conduct at school and outside of it;

· relationships that arise in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts arise between a teacher and a student and are manifested in the student’s refusal to complete an educational task or poor performance of it. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class 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 school, and for others, their motivation to learn in general decreases.

It is important that the teacher is 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 optimal way out of the current situation. If the class begins to have fun with the disciplinarian 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 problematic situations and, as a rule, are long-lasting. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

It is known that during a conflict there is a decrease in discipline, a deterioration in the socio-psychological climate, and the idea of ​​“good” and “bad”, “friends” and “strangers”, of the defeated and the winners as enemies arises. After the end of the conflict, the degree of cooperation decreases, it is difficult to restore trust and mutual respect.

The behavior of students, determined by the characteristics of their personality, as a cause of school conflicts. Academician I.S. Kohn sees the main obstacle to mutual understanding between teachers and students in the absolutization of role relationships. “A teacher, concerned primarily with academic performance, does not see the student’s individuality behind the grades.” The ideal student in his understanding is the one who most closely matches the social role of the student - disciplined, active, inquisitive, hardworking, efficient. One of the main reasons for misunderstanding and the emergence of conflictual relationships between teachers and students is that the student’s attitude towards the teacher is much more personal and emotional, while teachers have a predominant “activity” approach to students (assessment based on performance), that is, functional attitude. In the professional work of a teacher, the problem of conflict becomes particularly complex, because the child’s development occurs through overcoming objective (not created by us or by them) contradictions. A pedagogical conflict should not introduce additional, subjectively determined difficulties into the process of personal development. 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.

A primary school student is characterized by fragility and short-term 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 primary school 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 met, if he is left alone with the experience. And it’s even worse when, instead of help from the teacher, the child receives the opposite.

In addition to sudden ones, conflicts also occur, the nature and course of which are typical. Here, in the teacher’s experience, there are usually already more or less worked out response scenarios. All that remains is to adjust them in connection with this situation.

Finally, the teacher must be aware of situations where they have to create a directed conflict, involve their students in resolving it, and thereby ensure progress.

Stressful events in the process of teaching primary schoolchildren are essentially not diverse. Three groups of student-teacher relationships dominate, where psychological trauma in schoolchildren occurs. They occur in the classroom and concern not the methodology in its own meaning, but the behavior of the teacher, that is, his tactics, style, reaction to the actions of students. The second group of conflict situations in primary school consists of the actions of teachers, which can be combined with the term “discrimination” in relation to students. The forms of their manifestation are not diverse. Discriminatory forms of communication between primary school teachers and children are quite persistent. And this is especially important for those who intend to reduce or eliminate traumatic forms of communication from their style of working with children.

Successful conflict resolution therefore typically involves a cycle consisting of identifying a 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 policies can be developed to resolve it.

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

Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature. Finding himself in a conflict situation, a 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, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies.

The actual conflict between teacher and student can be analyzed at three levels:

· from the point of view of objective features of the organization of the educational process at school;

· from the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student;

· from the point of view of age, gender, individual psychological characteristics of its participants.

A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the entire educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts.

Conflict often arises from the teacher’s desire to assert his pedagogical position, as well as from the student’s protest against unfair punishment, an incorrect assessment of his activities or actions. By correctly responding to the teenager’s behavior, 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 gives rise to conflict.

2. Specifics of psychological work withconflict behavior

Conflict situations in lessons, especially in teenage classes, are considered by most to be typical and natural. To resolve them, the teacher must be able to organize the collective educational activities of teenage students, strengthening the business relationship between them; it comes to conflict, as a rule, with a student who is performing poorly or has “difficult” behavior. You cannot punish behavior with bad grades in a subject - this leads to a protracted personal conflict with the teacher.

In order for a 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 based decision in the conditions of the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.

Psychological analysis is also used to shift attention from indignation at the student’s actions to his personality and its manifestation in activities, actions, and relationships.

· Significant assistance to the social educator can be provided by predicting the responses and actions of students in conflict situations. This was pointed out by many teacher-researchers (B.S. Gershunsky, V.I. Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F. Spirin, etc.). So, M.M. Potashnik recommends either being forced to try on, adapt to the situation, or consciously and purposefully influence it, i.e. create something new.

MM. Rybakova suggests taking into account students’ responses in conflict situations as follows:

· description of the situation, conflict, action (participants, reason and place of occurrence, activities of participants, etc.);

· age and individual characteristics of participants in a conflict situation;

· the situation through the eyes of the student and teacher;

· the teacher’s personal position in the situation that has arisen, the teacher’s real goals when interacting with the student;

· new information about students in the situation;

· options for repayment, warning and resolution of the situation, adjustment of student behavior;

· selection of means and techniques of pedagogical influence and identification of specific participants in the implementation of set goals at the present time and in the future.

It is known from the literature that it is advisable to resolve a conflict situation using the following algorithm:

· analysis of data about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;

· determination of means and ways to resolve the situation, taking into account possible consequences based on an analysis of interactions between teacher - student, family - student, student - class staff;

· planning the course of pedagogical influence, taking into account possible response actions of students, parents, and other participants in the situation;

· analysis of results;

· adjustment of the results of pedagogical influence;

· self-esteem of the class teacher, mobilization of his spiritual and mental strength.

Psychologists believe that the main condition for resolving a constructive conflict is open and effective communication between the conflicting parties, which can take various forms:

· statements that convey how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;

· open and personally colored statements regarding state, feelings and intentions;

· information containing feedback regarding how the conflict participant perceives the partner and interprets his behavior;

· demonstrating that the partner is perceived as an individual despite criticism or resistance to his specific actions.

The teacher’s actions to change the course of the conflict can be classified as actions that prevent it. Then conflict-tolerant actions can be called unconstructive actions (postponing the resolution of a conflict situation, shaming, threatening, etc.) and compromise actions, and conflict-producing actions can be called repressive actions (contact the administration, write a report, etc.) and aggressive actions (breaking up a student’s work , ridicule, etc.).

As we see, the choice of actions to change the course of the conflict situation has priority. Here are a number of situations and the behavior of a social teacher when they arise:

· failure to fulfill educational assignments due to lack of skill, knowledge of motive (to change the forms of work with a given student, teaching style, correction of the level of “difficulty” of the material, etc.);

· incorrect execution of teaching assignments; adjust the assessment of the results and progress of teaching, taking into account the identified reason for the incorrect assimilation of information);

· emotional rejection of the teacher (change the style of communication with this student);

· emotional imbalance of students (soften the tone, style of communication, offer help, divert the attention of other students).

In resolving a conflict, much depends on the teacher himself. Sometimes you need to resort to self-analysis in order to better understand what is happening and try to initiate changes, thereby drawing the line between emphasized self-affirmation and self-criticism.

The conflict resolution procedure is as follows:

· perceive the situation as it really is;

· do not make hasty conclusions;

· When discussing, you should analyze the opinions of opposing parties and avoid mutual accusations;

· learn to put yourself in the other party’s shoes;

· do not let the conflict escalate;

· problems must be solved by those who created them;

· treat the people you interact with respectfully;

· always seek a compromise;

· conflict can be overcome by common activity and constant communication between those communicating.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Permission conflict is a joint activity of its participants aimed at ending opposition and solving the problem that led to the clash. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict.

To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other. Conflict resolution differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent. When a conflict ends, the contradiction underlying it is not always resolved.

Conclusion

Conflicts cover all spheres of life in Russian society. Understanding their nature, reasons for their occurrence and development will help to develop rules of conduct and ways of resolving them to the mutual consent of the warring parties.

Research has shown that by interacting with people around him, a schoolchild satisfies one of the basic social needs, and the need to satisfy the need for communication increases with age, reaching a maximum in early adolescence.

Being an important factor in the formation of a student’s personality, interpersonal relationships contain enormous pedagogical opportunities. This makes it necessary for pedagogy to examine objectively the positive and negative potentials inherent in the formation of interpersonal relationships. Pedagogy needs to determine the possibility of managing the communication of schoolchildren in order to stimulate its positive impact on the individual and level out negative motives. The implementation of these opportunities is necessary to increase the effectiveness of the educational process as a whole.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Conflict resolution is a joint activity of its participants aimed at ending opposition and solving the problem that led to the conflict. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other. Conflict resolution differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent. When a conflict ends, the contradiction underlying it is not always resolved.

The cessation of conflict interaction is the first and obvious condition for the beginning of the resolution of any conflict. Until the two sides strengthen their position or weaken the position of a participant through violence, there can be no talk of resolving the conflict.

Thus, based on the above, we can conclude that the best way to resolve a conflict situation is the conscious choice of the optimal behavior strategy. The “color” of the conflict also depends on this, i.e. what role (positive or negative) he will play in the relationships of the team or group.

List of used literature

1. Andreev V.I. Fundamentals of pedagogical conflictology. - M., 1995.

2. Andreeva G.M. Social psychology. M. 1999.

3. Anikeeva N.P. Psychological climate in the team. - M.: Education, 1991.

4. Borodkin F.N., Koryak N.N. "Attention, conflict!", Novosibirsk. 2003.

5. Bozhovich L.I., Slavina L.S. Psychological development of the child and his upbringing. - M.: Knowledge, 1979. - 96 p.

6. Bityanova M.R. Child adaptation: diagnosis, correction, pedagogical support. M., 2003.

7. Brushlinsky A.V. "Conflictology" Moscow, Education, 2000.

8. Verenko I.S. "Conflictology" Moscow, Swiss concern, 2000.

9. Zhuravlev V.I. Fundamentals of pedagogical conflictology. - M., 1995.

10. Leontiev A.A. Psychology of communication. - M.: Smysl, 1995, 365 p.

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At primary school age (from 7 to 11 years), the child’s personal qualities are actively formed. This age is characterized by new relationships with adults and peers, inclusion in a whole system of groups, inclusion in new activities - learning that makes a number of serious and qualitatively new demands on the student. All this has a decisive impact on the construction and consolidation of a new system of relations to people and to teaching and the emergence of responsibilities. It forms new personal characteristics, individual characteristics, will, expands the range of interests, and develops abilities.

At primary school age, the foundation of moral behavior is laid, moral norms and rules of behavior are learned, and the social orientation of the individual begins to form.

The psychological qualities of younger schoolchildren differ in some features. First of all, they tend to act immediately under the influence of immediate impulses, promptings, without thinking or 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, which can lead to various kinds of conflict situations. An age-related feature is also a general lack of will: the youngest schoolchild does not yet have much experience in long-term work and perseverance, in overcoming difficulties and obstacles.

Capriciousness and stubbornness are a peculiar form of a child’s protest against the demands that society places on him, against the need to sacrifice what he wants for the sake of what he needs. Younger schoolchildren have a very high level of emotionality. Almost all elements of the surrounding reality and interaction with them cause emotional experiences in a primary school student. Emotionality is expressed in their instability, frequent mood swings, tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. Over the years, the ability to regulate one’s feelings and restrain their unwanted manifestations develops more and more. Over the course of several years, with proper upbringing, a junior schoolchild accumulates the experience of collective activity that is important for his further development. The development of collectivism is helped by the participation of children in public, collective affairs, which can also become an environment for conflict situations to arise. It is here that the child acquires the main experience of collective social activity and learns the ability to interact with society.

Conflict is a psychological category, a complex phenomenon that manifests itself at different levels of interaction and consists of a number of components. The predominance of one of them determines the variability of the manifestation of this phenomenon. From the point of view of considering the conflict potential of an individual, the moment of identifying the formation of conflict competence is fundamental. It is assumed that the cultivation of a benevolent attitude towards others through the formation of conflict competence is one of the main factors in the formation of a comprehensively developed personality. Conflict competence is the development of a position of partnership and cooperation against the background of positive mastery of methods of regulating behavior. Conflict competence occupies a special place in the structure of communicative competence. It depends on the level of awareness of the range of possible strategies for behavior in conflict and the ability to implement these strategies in a specific life situation. In the modern period, the school pays attention mainly to the development of qualities in the child that are directly related to learning. At the same time, the mental side of education is often forgotten, insufficient attention is paid to studying the influence of external environmental factors on schoolchildren, and in many ways the formation of a non-conflict attitude towards life in children depends on them.

All emotional states of a child are transitory. But typical mental states occur quite often and are accompanied by manifestations characteristic of the individual. No matter how subjective emotional states are, they are determined by the external world, the peculiarities of the impact of surrounding objects and phenomena on a person. It is known that any emotionally charged state and phenomenon experienced by a subject can be characterized as an emotional experience in which internal contradiction is recognized and the process of its resolution is underway at the subjective level. A special element of experience that colors the state of the individual at a given specific moment is psycho-emotional stress.

Each of the emotional states experienced by the child influences the emergence and dynamics of emerging conflicts.

The following types of emotional states can be distinguished:

An emotional stress state is a person’s emotional reaction in situations that cause emotional stress. The state of stress is characterized by a general mobilization of all the body's resources to enable a set of adaptive reactions necessary for coping with reality.

Anxiety appears due to the presence of unfinished situations, blocked activity of the child, which does not provide the opportunity to discharge excess tension. Anxiety is experienced as a state of internal acute, meaningless restlessness, associated in the mind with the prediction of failure, danger, or the expectation of something important in conditions of uncertainty.

Frustration is a psychological state of a person caused by a subjectively insurmountable obstacle; the experience of failure preceding the emergence of feelings of anger and the manifestation of open aggression. Frustration is often accompanied by disappointment, irritation, anxiety and despair.

A crisis is a condition that occurs when contradictions arise in the implementation of vital goals and objectives, which for a certain time is insurmountable using previously developed methods and methods for resolving problems, for example, the 7-year crisis. Having overcome the crisis, the child acquires qualitatively new forms of adaptation to difficult situations for him. The following types of crises can be distinguished: development crises, random crises and typical crises.

Depression is a condition that can be caused by long-term conflicts and difficult difficulties in school during the learning process. Depression is accompanied by passive behavior, depression, feelings of despair and a decrease in self-esteem.

Among the potential conflict-generating pedagogical situations, M. M. Rybakova identifies the following: activity situations, behavior situations, relationship situations. In elementary school, the situation can take on the nature of a conflict depending on the reaction to the teacher; due to undeveloped communication skills; in children from disadvantaged families. Children of primary school age often experience conflicts of behavior, which are based on the need for play, and conflicts of activity associated with failure to comply with disciplinary and educational requirements.

In general, the main types of conflicts in children of primary school age are as follows:

1) conflicts of child dependence, which tend to manifest themselves in a decrease in the rate of mental development of the child and, as a consequence, a decrease in the child’s zone of proximal development;

2) conflicts of emotional distress, clearly manifested externally and causing a desire for increased influence;

3) self-esteem conflicts that arise due to the inevitability of evaluating the student’s activities, which the child can perceive as a personal assessment;

4) adaptation conflicts caused by a sharp transition to another activity and changes in the immediate social environment;

5) activity conflicts based on the problem of lack of organization and insufficient volitional regulation of behavior;

6) motivational, based on the lack of skills to identify, realize, accept the goal of an action, the lack of skills to plan and organize activities, build ways to achieve a goal, control and correct actions;

7) self-regulation conflicts based on the lack of ability to consciously choose motives in a situation of moral action;

8) communicative conflicts caused by the formation of one’s own system of communication skills;

9) behavioral conflicts associated with the need to transition from impulsive to voluntary, volitional behavior.

To prevent destructive conflicts at this age stage, it is important to encourage the child’s successes and discuss failures in private. It is necessary to have a positive attitude towards all children, including those with behavioral and learning difficulties, as well as children with low motivation to learn. For personality development at this stage, a positive assessment of the child’s activities is very important, activating the evaluative activity of the students themselves and increasing the functions of self-control and self-esteem. If a child is unsuccessful, one should instill in him that success will definitely come; it is necessary to develop in the child the ability to perceive his ignorance as a reason for further development. The main thing is to be united and consistent in your actions, to take care of the reasonableness and unity of requirements.

In Russia, the number of small and small schools currently exceeds five thousand. Young schoolchildren study there in special conditions. They often study in single classrooms with one teacher. A small school has its advantages, which lie in the possibility of organizing close interaction in the educational process of family and school, and the need to use non-traditional approaches, methods, forms and techniques of teaching and education.

The focus of modern education is the individual with his own characteristics and abilities, so an individual approach is necessary. The desire to reveal the child’s potential obliges the teacher to look for optimal forms and methods of teaching and upbringing that will help compensate for what is lost in his development and awaken his interest in learning, the need to obtain and use knowledge. It is necessary to notice and encourage even minor achievements of children, teach them to reason, so that from the process of finding an answer they experience joy and not confusion.

Conflicts in the pedagogical sphere may be as follows: species: between a teacher and a student, between a student and a student (interpersonal), between an individual and a group, between two “opposing” groups (intergroup). To prevent and resolve conflicts, it is necessary to understand and analyze the causes of pedagogical conflict.

The main causes of conflicts that arise in rural schools are identified, which are due to:

¾ psychological characteristics of human relationships, that is, their likes and dislikes, the actions of the teacher, poor psychological communication;

¾ personal identity of group members, for example, inability to control their emotional state, aggressiveness, lack of communication.

It is also useful for a teacher to know what character traits and behavioral characteristics of a person are characteristic of a conflict personality. Summarizing the research of psychologists, we can say that such qualities can include the following:

¾

¾ desire to dominate in any situation;

¾ psychological peculiarities a person that goes against the norms and beliefs that exist in a given educational community;

¾ defined set of emotional qualities personality: (anxiety, aggressiveness, stubbornness, irritability).

The specifics of conflicts between rural school students in modern conditions are determined by the external structure of life, the socio-economic situation that has developed today in rural areas. The rural school is an integral and important structural element of rural society. Relationships and conflicts in rural school communities are a direct reflection of many of the main contradictions and problems that are present in the life of a particular village. One way or another, schoolchildren know about many problems of rural life, experience them in their own way, and transform these problems into relationships with peers and teachers.

Most of the conflicts among students arise due to claims to leadership in various microgroups. Interpersonal conflicts can arise between an established leader and a member of a microgroup gaining leadership authority. Conflict situations can arise during the interaction of microgroup leaders, each of whom can claim recognition of his authority by the group as a whole. Leaders can drag their followers into conflicts, expanding the scope of interpersonal conflict. Conflict situations between students are resolved by the group (class) leader, who must find (sometimes together with parents) each leader his own specific area of ​​leadership. Occasional interpersonal conflicts occur between girls and boys due to displays of personal superiority, lack of empathy for others, and lack of tolerance towards peers.

The study, conducted under the direction of V.I. Zhuravlev in schools of the Moscow region, made it possible to identify some features of local conflicts and related phenomena in the relationships of students.

Conflicts between students arise in the following situations:

¾ due to insults, envy - 11%;

¾ due to lack of mutual understanding - 7%;

¾ due to the struggle for leadership - 7%;

¾ due to the contrast between the student’s personality and the team - 7%;

¾ in connection with social work - 6%.

The main reasons for hostility towards peers:

¾ meanness and betrayal - 30%;

¾ sycophancy, excellent students and favorites - 27%;

¾ personal grievance - 15%;

¾ lies and arrogance - 12%;

¾ rivalry between classmates - 9%.

Students’ conflict levels 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 team. Schoolchildren’s opinions about the causes of aggression and conflicts are as follows:

¾ reason for aggression: desire to stand out among peers - 12%;

¾ source of aggression: callousness and cruelty of adults - 11%;

¾ everything depends on the relationships in the class - 9.5%;

¾ the family is to blame for the student’s aggressiveness - 8%;

¾ aggressive - children with mental disabilities - 4%;

¾ aggressiveness - age-related features associated with excess energy - 1%;

¾ aggressiveness is a bad character trait - 1%;

¾ there were aggressive students in the class - 12%;

¾ there were no aggressive students in the class - 34.5%.

Conflicts between students at school arise, among other things, due to misconduct and violations of generally accepted norms in the behavior of schoolchildren. Standards of behavior for students at school have been developed in the interests of all students and teachers. If they are observed, it is implied that contradictions in school groups are reduced to a minimum. Violation of these norms, as a rule, leads to infringement of someone's interests. A clash of interests is the basis for conflict. Schoolchildren, in their own opinion, most often commit the following violations of behavioral norms at school:

¾ smoking - 50%;

¾ consumption of alcoholic beverages - 44%;

¾ rudeness, rudeness in communication - 31%;

¾ use of obscene expressions in speech - 26.5%;

¾ false - 15%;

¾ lack of respect among students for each other - 13%;

¾ promiscuity in sexual life - 10%;

¾ petty theft - 10%;

¾ fights-10%;

¾ hooliganism - 10%;

¾ drug addiction - 6%;

¾ bullying of the younger and weaker - 6%;

¾ gambling (for money) - 3%.

Among the potential conflict-generating pedagogical situations, the following stand out: situations of activity, situations of behavior, situations of relationships.

The characteristics of conflicts between school students are determined, first of all, by the specifics of the age-related psychology of children. The emergence, development and completion of conflicts are significantly influenced by the nature of the educational process and its organization in a particular educational institution. The third factor influencing conflicts in student relationships is the way of life and the existing socio-economic situation.

CONCLUSIONS ON THE FIRST CHAPTER

In the most general way, conflict can be defined as the extreme aggravation of contradictions.

Conflict is a spatio-temporal organization of a subject’s activity, the regulation of which is mediated by the image of a conflict situation; behavior of the subject aimed at asserting its interests and limiting (preventing the realization) of the interests of the other party.

Conflict includes external actions and internal processes. Conflict behavior is a factor contributing to the emergence of conflict, and during the conflict it is part of conflict interaction.

The structure of the conflict consists of: the parties to the conflict, the object of the conflict, its subject, conditions, the image of the conflict for each of the parties, the actions taken and the results of the conflict.

The dynamics of the conflict proceeds in several stages, successively replacing each other.

The first stage is a conflict situation.

The second stage is an incident, the beginning of a conflict.

The third stage is escalation.

The end of the conflict is the penultimate stage.

The last stage is the post-conflict situation.

Common causes of conflicts:

¾ socio-political and economic;

¾ socio-demographic;

¾ socio-psychological;

¾ individual psychological.

The phenomenon of conflict has several classification features - they differ in terms of duration and intensity, based on the subjects, based on social consequences, based on the subject, based on the source of occurrence, based on colliding values, based on the source of occurrence, based on emotionality, and also based on attenuation.

The classification of conflicts allows one to navigate their specific manifestations and helps to evaluate possible ways to resolve them.

The following styles of behavior in conflict are distinguished:

¾ competition strategy;

¾ avoidance strategy;

¾ device;

¾ compromise;

¾ cooperation is the most productive strategy and style of behavior.

Younger schoolchildren are characterized by certain individual personality traits that are influenced by age-related characteristics. During this period, there is a sharp change in leading activity (from play to learning) and the child faces many more demands and expectations from the adult world, which means an increase in the level of responsibility and the emergence of a 7-year-old crisis. The course of this age period and its productivity especially depend on the conditions and environment, which carry many potential conflicts, the prevention and resolution of which plays a decisive role for the full development of a healthy personality of the child.

Emotional experiences in primary school age are particularly pronounced and can be traumatic, these include: emotional stress, depression, frustration, crises and anxiety.

The main causes of conflicts that arise in rural schools, which are due to:

¾ educational process;

¾ psychological characteristics of human relationships;

¾ personal identity of group members.

Personality traits of a child prone to conflict:

¾ inadequate self-esteem of one's capabilities and abilities, which can be either overestimated or underestimated;

¾ desire to dominate in any situation;

¾ psychological peculiarities that go against the norms and beliefs that exist in a given educational community;

¾ defined set of emotional qualities personality.

The specifics of conflicts between rural school students in modern conditions are determined by the external structure and socio-economic situation. Relationships and conflicts in rural school communities reflect all the main contradictions and problems that accompany life in a village. Conflict situations originate in the field of relationships, behavior and in activity situations. Students in rural schools have no experience of interacting in conflicts, since pedagogical work in relation to them is not used constructively enough and is corrective in nature, not preventive. It is important to prove the necessity and feasibility of using preventive measures that will reduce the level of aggression in children and minimize conflict behavior.