Introduction
Disagreements are a common occurrence in kindergartens. Conflict is defined as a type of social interaction between individuals “arising from the discrepancy of desires, interests, values or perceptions” (Halmatov, 2018, p. 2635). Children often react in specific ways when involved in conflict situations. Halmatov (2018) notes that physical exposure, which is the use of actions to retaliate against another individual, is a common form of expression among children engaged in disagreements. Affected individuals often push others, scatter toys or engage in fights. Mediated exposure refers to the use of an authority figure to deal with a rival through reporting, or screaming for attention. Other reactions include arguments, threats, sanctions, or verbal retaliation (Halmatov, 2018). The aforementioned reactions are unhealthy and often result in violence, injuries, and general disharmony in the classroom. The implementation of an effective conflict resolution plan is essential to facilitate the normal development of interpersonal relationships.
Conflict Resolution Plan
It is essential to ensure that the children understand the meaning of conflict. It is pivotal to explain that conflict occurs when two or more people fail to agree on specific issues. Providing relatable examples, as is the case with Crystal and Kimber helps contextualize the phenomenon. In addition, asking students to provide examples of conflict situations helps bolster their understanding of the complex concept.
De-escalation
Outbursts are a common expression of dissatisfaction among children. It is essential to de-escalate such situations in order to avoid deleterious consequences. One way of ensuring the child remains calm is by demonstrating validation during a conflict (Nickles, 2020). Rather than urging the affected individual to remain calm, it is advisable to mirror their volume and posture, which emphasizes to the child that their feelings are important. Letting the child know that their discomfort has been noted is essential in the de-escalation process because it facilitates the development of a connection (Nickles, 2020). The next de-escalation step is the engagement in a calm conversation. Asking a few close-ended questions helps the child open up about the bothersome issue. It is vital to avoid making demands and maintain a neutral tone when talking to both Kimber and Crystal. The aforementioned techniques are an effective way of diffusing tense situations and restoring calm in the classroom.
Reinforcing Positivity
The creation of a calm and positive atmosphere can be achieved by clarifying the benefits of fair and quick conflict resolution. The provision of examples of instances when conflicts are likely to arise is crucial. Crystal and Kimber must be informed of the fact that on some occasions, they may not be first in line or may not get the chance to play with their desired toy. In addition, there may be instances when they may not get to watch their favorite television programs. It is necessary to emphasize that time spent fighting denies everybody the opportunity to get what they want.
Crystal and Kimber need to understand the feelings involved in conflict situations. While one party may feel good, the other is likely to be miserable if a dispute is settled unfairly. Teaching Crustal and Kimber how to stay in touch with their feelings is necessary because it stops them from paying attention to a limited range of emotions. An understanding of feelings will allow the individuals to effectively communicate their displeasure as well as the desire for fairness. They will also learn how to be receptive to their people’s expressions of displeasure and recognize discomfort even in instances where it is not communicated.
Facilitating Positive Interactions
Positive interactions in a classroom environment facilitate the development of meaningful relationships. Interactions between students in early learning contexts prepare them for life in the real world. It is essential to discuss the techniques involved in the fair settlement of disagreements. Asking the students to propose methods that can be used in the fair settlement of squabbles helps them link relatable scenarios to specific solutions. There are a number of conflict-resolution techniques that can be applied in Crystal and Kimber’s situation. The first is chance, where the children can either flip a coin or play a game of ‘rock, paper, scissors’ to address an impasse. The instructor must demonstrate how to flip a coin as well as the correct way of playing the game.
Secondly, it is vital to emphasize the importance of taking turns. In instances where individuals want to play with the same toy, they should be taught to take turns and use a timer to ensure fairness. When the children understand that they can each play with the toy for a specific duration of time, they are less likely to engage in conflict. Other conflict resolution techniques include sharing and apologizing. Crystal and Kimber should be made aware of the concept of sharing and the value of making apologies. If one child accidentally bumps into her friend, she should say she is sorry to avoid escalating the situation.
Role-play is an effective means of promoting positive interactions between Crystal and Kimber, and the other students. The main objective of the activity is to foster the development of empathy among the participating children. Students can be asked to act out a role in stories that feature conflict situations. After the students have acted out their roles, they should be engaged in a discussion of the issues presented in the story and the potential solutions to the identified disagreements. According to Suri (2021), role play emphasizes behavior patterns and the resultant consequences by allowing individuals to experience the situation from a different perspective. Allowing Kimber to process Crystal’s feelings in the conflict facilitates the development of clarity and an understanding as to why certain behaviors create disharmony.
Debriefing
Debriefing is an essential element in conflict resolution, which begins with a comprehensive assessment of the incident. It is important to identify the events that led to Kimber and Crystal’s conflict. Specific safety issues such as the potential for injury must then be identified. Crystal, Kimber, and their parents should then be allowed to express their thoughts, feelings, and emotions, after which Kimber and Crystal should share their emotional reactions. A review of the incident’s symptoms and impact must then be conducted by highlighting how the conflict has affected both Kimber and Crystal. Crystal and Kimber must then be taught the negative effects of conflict to facilitate the establishment of closure.
Conclusion
Conflicts are an inevitable aspect of human development. The development of relationships between kindergarten students is a complex process that involves the reconciliation of the self and the expansion of associations with others. New school environments may present numerous challenges for children because they are unaccustomed to sharing spaces with others. Students must be equipped with the skills necessary to navigate complex social situations in order to become meaningful members of society.
References
Halmatov, M. (2018). Conflicts and conflict situation settlement of children of 5-6 years attending a pre-school educational institution.Universal Journal of Educational Research, 6(11), 2634–2640.
Nickles, B. (2020).De-escalation techniques for kids: Mirror and match. ChildSavers.
Suri, D. (2021). Role play method in resolving interpersonal conflicts for kindergarten students in Bandar Lampung.Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538, 109–113.