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Social Psychology and Society

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2221-1527

ISSN (online): 2311-7052

DOI: http://dx.doi.org/10.17759/sps

License: CC BY-NC 4.0

Started in 2010

Published quarterly

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Relationship between Intellectual Abilities and Conflict Competence in Preschool Children in Various Educational Environments 1272

Denisenkova N.S., PhD in Psychology, Professor in Department of Social Phychology of Development, FBGBOU VO MGPPU, nataliya-denisenkova@yandex.ru
Vyrotskova V.V., Master's Student of the Department of Theoretical Foundations of the Faculty of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, vera.vyrotskova@gmail.com
Abstract
The paper presents findings of an empirical research on the correlation between intellectual abilities and conflict competence in preschool children in the context of different educational environments and, in particular, different educational programs. These findings show that the lower the level of a child's intellectual abilities, the weaker his/her conflict competence. Educational programs aimed at intellectual development promote higher levels of verbal-logical thinking in children. As a result, such children are less likely to choose active strategies of conflict resolution through the search of compromise.

Keywords: intellectual and communicative abilities, cognitive and social development in preschool children, conflict competence, preschool educational environment, educational pro¬gram, verbal-logical thinking, visual-figurative thinking

Column: Experimental Research

For Reference

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