Skip to Main Content

Social Psychology and Society
2015. Vol. 6, no. 1, 60–67
ISSN: 2221-1527 / 2311-7052 (online)

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

1058

N.S. Denisenkova, V.V. Vyrotskova

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

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.

General Information

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

Journal rubric: Experimental Research

Article type: scientific article

For citation: Denisenkova N.S., Vyrotskova V.V. Relationship between Intellectual Abilities and Conflict Competence in Preschool Children in Various Educational Environments . Sotsial'naya psikhologiya i obshchestvo = Social Psychology and Society, 2015. Vol. 6, no. 1, pp. 60–67. (In Russ., аbstr. in Engl.)

References

  1. Bozhovich L.I. Lichnost' i ee formirovanie v detskom vozraste. SPb., 2009.
  2. Venger L.A. Vozrastnye osobennosti razvitiya poznavatel'nykh sposobnostei v doshkol'­nom vozraste. M., 1986.
  3. Vygotskii L.S. Sobr. soch.: V 6 t. M., 1983.
  4. Psiholog v detskom doshkol'nom uchrezhdenii: Metodicheskie rekomendacii k prak­ticheskoi deyatel'nosti / Pod red. T.V. Lavrent'evoi. M., 2002.
  5. Royak A.A. Psikhologicheskii konflikt i osobennosti individual'nogo razvitiya lichnosti rebenka. M., 1988.
  6. Rubtsov V.V., Ivoshina T.G. Proektirovanie razvivayushchei obrazovatel'noi sredy shkoly. M., 2002.
  7. Khasan B.I. Konstruktivnaya psikhologiya konfliktov. SPb., 2003.
  8. Yasvin V.A. Obrazovatel'naya sreda: ot modelirovaniya k proektirovaniyu. M., 2001.
  9. Burger K. How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds // Early Childhood Research Quarterly. 2010. Vol. 25. № 2.
  10. Fulignia A. and etc. Activity settings and daily routines in preschool classrooms // Early Childhood Research Quarterly. 2012. Vol. 27. № 2.
  11. Vitielloa V. and etc. Variation in children's classroom engagement throughout a day in preschool // Early Childhood Research Quarterly. 2012. Vol. 27. № 2.
  12. Yamamoto Y. What makes a high-quality preschool? // Early Childhood Research Quarterly. 2012. Vol. 27. № 2.

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

Metrics

Views

Total: 3156
Previous month: 5
Current month: 13

Downloads

Total: 1058
Previous month: 2
Current month: 1