Conflict Competence of Preschool Children and its Relationship with the Sociometric Status of the Child in the Peer Group

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Abstract

The purpose of the study was to investigate the conflict competence of children of preschool age and identification of its relationship with the child's sociometric status in the peer group. The hypothesis of the study was that there is a relationship between the sociometric status of preschoolers in the peer group and the strategy of their behavior in a conflict situation, a conflict of competence. The study involved children (41 children: 22 boys and 19 girls) aged 5-7 years, attending preparatory groups in kindergartens in Moscow (in 2011-2013). The study was conducted using an experimental technique "Desk of cooperation" (M. Madsen), aimed at the study of conflict competence, the sociometric technique "Two Houses" (modification by R.I. Govorova), and a survey of educators aimed at identifying the status position in the preschool group peers. According to the survey, we can say that there are qualitative differences in the strategies of behavior in the conflict that children with different sociometric status choose.

General Information

Keywords: communication in the peer group, sociometric status of preschool children, preschool age, conflict competence, behavior strategy in a conflict situation

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2014060410

For citation: Denisenkova N.S., Vyrotskova V.V. Conflict Competence of Preschool Children and its Relationship with the Sociometric Status of the Child in the Peer Group [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2014. Vol. 6, no. 4, pp. 106–117. DOI: 10.17759/psyedu.2014060410. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nataliya S. Denisenkova, PhD in Psychology, Associate Professor, Professor of Social Psychology of Development Chair, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1740-3995, e-mail: nataliya-denisenkova@yandex.ru

V. V. Vyrotskova, Master's Student of the Department of Theoretical Foundations of the Faculty of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, e-mail: vera.vyrotskova@gmail.com

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