please describe 3 lessons that can be learned about conflict resolution with young children. You MUST cite where you exactly you found the information. You MUST also use a minimum of 6 sentences also explain 2 reasons how do you resolve conflict when working in groups with classmates or co-workers. Your comments MUST be at least 2 sentences EACH
Videos that focus on Teacher-Child Interactions (and strategies):
Day Care Observation Video #1 – 31 minutes
RE: 16 months to 2 ½ year old children
Inspirational Video- Be a Mr. Jensen-: https://youtu.be/4p5286T_kn0
Building Positive Relationships with Young Children: https://youtu.be/nQixEKut8bM
Teaching Strategies – Initiating Activities: https://youtu.be/CG3FGiZUaaw
Effective Teacher-Child Interactions: https://youtu.be/2Hw0DbxOmJQ
Understanding Challenging Behavior in Young Children: https://youtu.be/acAJsiEKxzg
Head Start Teacher's Training Video: https://youtu.be/P8XfjDrAoaA
A Head Start on Positive Relationships: https://youtu.be/Iq8KroTn2C0
Childcare Training – A Day in the Life: https://youtu.be/HS9Ec4_PcU0
Relationships, Interactions, and Guidance: https://youtu.be/avWLBUMo_5Q
What a Japanese Childcare Centre is Like: https://youtu.be/1qRfqboYWNo
Conflict Resolution with Young Children
Preparing for Conflict (Class Activity)
Self –Reflection: Everyone has experience with conflict – from early childhood
days to the present. These feelings and memories can lead teachers to miss the
value of classroom conflict and to seek a conflict-free teaching environment.
Teachers need to take the time to reflect on her/his personal or professional
experiences with conflict.
1. What did you learn about conflict as a child growing up? 2. How do you respond or react to conflict (as an adult) in your personal life
today? 3. How do you respond or react to conflict (as an adult) in your professional
life? 4. What are your conflict “pet peeves” in the classroom (as a teacher)? What
conflicts just drive you crazy? 5. What conflicts in the classroom do you approach calmly and without
additional emotion? 6. Why the difference? 7. What do you want children in your classroom to learn about conflict? 8. What skills do you want children to learn as they grow, when they are in
Conflict with Young Children (Lecture Notes)
A prepared teacher knows that conflict has educational and social value in
children’s development. S/he knows the value of classroom conflict and does not
seek a conflict-free teaching environment.
Conflict is a natural and daily occurrence in early childhood programs. It is typical
for young children in early childhood programs to experience conflict over:
Through conflict, children learn. In order for the learning to promote positive
growth – emotionally, socially, and intellectually – classroom conflict is met with
support from adults who facilitate peaceful conflict resolution.
What is peaceful conflict resolution?
Peaceful conflict resolution in the early childhood classroom is working through a
problem or conflict in a way that does not physically, emotionally, or socially hurt
Peaceful conflict resolution provides children with opportunities to feel competent
in handling situations and relationship. It fosters feelings of respect for the self and
other people, as well as respect for new ideas.
Methods of Discipline should support conflict resolution.
The following methods do not fit with young children’s development and are not
A quick encouragement to “use words”
An insistence that children in conflict take turns or share
Telling children how to solve a problem
Making a child give up a toy to more insistent child
Sending a child in conflict away to another activity
Removing the sought-after toy
Asking children to say “I’m sorry” when they are not sorry
In these not recommended disciplinary responses:
children do not have the developmental abilities to do what is being asked
(use words, take turns, give up a toy willingly)
teachers are solving problems for children (insisting children take turns or
share, telling how to solve a problem, making a child give up a toy, sending
a child away from an activity, removing a toy, insisting children apologize)
or children are not given an opportunity to learn (all of the above).
Teachers who value peaceful conflict resolution and understand the relationship of
conflict and social development will be thoughtful in their responses to children in
Conflict Scenario (Class Activity)
After reading through the “Conflict Resolution Steps” on the next page,
read the scenario below. As a teacher, you step in to help the children in
this scenario resolve their problem using a conflict resolution process.
Describe what happens as you walk them through the steps. Write what
you say and how the children might respond.
CONFLICT RESOLUTION SCENARIO
Four-year-old Marta and Tui are arguing in the pretend area. Marta wants to
make a doctor’s office and have Tui bring her baby in because she is hurt.
Tui has both of the dolls and intends to take her “twins” shopping instead.
Their voices get louder and angrier. Marta shouts, “But I’m the doctor and
your baby fell off the chair. She broke her arm so you have to bring her to
me.” Tui insists, “No, I hate you! I’m going shopping.” Marta makes a grab
for the doll and the arm breaks off. Tui is in tears and Marta is wailing.
CONFLICT RESOLUTION: SIMPLIFIED
HighScope has a six-step process that can be used to help children resolve
conflicts that may arise during their day. I have incorporated their steps into the
ones that I have found useful over the years.
Step 1. STOP THE ACTION
Approach the situation calmly. Observe the situation, approach the children with a
calm voice, and sit with them on the floor. Stop any hurtful behavior (hitting,
pulling of toy, screaming, etc.) if necessary.
Step 2. ACKNOWLEDGE AND DEFINE CHILDREN’S FEELINGS
Describe the feeling you observe and the details of what you see. Define the
problem: Say something like “You both want the _________,” “You don’t like
having sand thrown in your face.” etc. SUPPORT the victim (if there is one)
WITHOUT shaming the aggressor.
Step 3. GATHER INFORMATION
Ask open-ended questions, directing your questions to one child, then another.
Step 4. RESTATE THE PROBLEM
Based on what the children say, clarify the problem and check your statement with
the children. GIVE words to help children identify their feeling. “You are very
ANGRY,” or “It is very FRUSTRATING when________”
Step 5. ASK FOR IDEAS FOR SOLUTIONS and choose one together.
Encourage children to talk to each other. Be prepared to give suggestions. When
children arrive at a solution, restate it and check with them to make sure they are in
agreement. HELP all parties come to an agreeable solution (taking turns, finding
another toy, playing together, doing something else, etc.) ENCOURAGE all
parties for their efforts. “You solved the problem.” “You used your words to let
each other know what you wanted!” “What a good friend you are.” “What a great
idea!” or even “You stopped screaming, good job.”
Step 6. Be prepared to PROVIDE FOLLOW-UP SUPPORT.
Sometimes solutions need clarifying as the children begin to play again. References: Retrireved 4/22/12 from http://en.wikipedia.org/wiki/HighScope
Guiding and Directing Young Children
(Relationships and Guidance)
What does discipline mean to you?
1. Think about this for a moment…
2. Write your definition down on a piece of paper.
Discipline is the process of TEACHING (what they
can do) and GUIDING (putting limits on what they
We should strive to guide children to be
responsible and cooperative.
Why do children behave certain ways?
Why do children do what they do?
Understanding behavior means that we remove ourselves from the outcome of the
behavior and try and understand what the behavior is communicating.
A tired child might act out during a field trip or at the end of the day.
You might bring a child to the grocery store during their naptime. (Poor timing)
A child might be hungry and act out.
**They aren’t necessarily acting out because of you!
How can we learn to see what the child is asking through their behavior (and stop
seeing or viewing the child’s behavior as good or bad, right or wrong)?
Why set limits?
Guiding children is an active role which helps…
Establishing boundaries to keep a child safe (physically, mentally, socially,
emotionally, and spiritually). Setting limits helps assure the safety of each child and
Children develop self-control; a sense of accountability for their own behavior
(includes hitting, back talking, kicking, etc.) It helps them learn about safety,
appreciation for property (prohibit the destruction of materials and equipment), good
health habits, and consideration for others (assures respectful treatment of all
Modeling positive problem solving and communication skills.
Giving children as much power as developmentally appropriate. Help them regulate
their own behavior. Children grow up into healthy adults when they reach young
adulthood and understand that they are independent and are responsible for their
own lives and actions.
Are we there to punish or teach?
Punishment Vs. Teaching &
Guiding Anger Responsibility
Sadness Good Judgment
*Table/chart taken from Peacebuilders workshop
• Punishment is defined as the infliction of pain, loss, or suffering for a crime or
• It is designed to stop unwanted behavior by inflicting retribution that is painful
or unpleasant. It gives a behavior a negative consequence to decrease the
likelihood of its recurrence.
• While punishment may achieve immediate results, it will not teach alternatives or
enhance understanding of what should be done.
• Take a look at the chart below to see the consequences between punishment and
providing guidance (teaching and guiding).
Problems with punishment
It’s negativity triggers a spirit of retaliation on the part of the child.
Children who are frequently punished become more devious, not more cooperative.
When children are punished for trying things out and making mistakes in the process their sense of initiative and autonomy are squelched
Punishment provides no opportunities for learning new, more effective behaviors
Children can receive the message that it is okay to hurt people when you don’t like what they do.
Physical punishment can lead to child abuse.
Harmful effects of punishment
Punishment leads to:
-Disengagement from school and the learning process
So what do you do instead?
The alternative to punishment is guidance.
1. Guidance is not permissiveness, nor is it a
simplistic manipulative reward system.
2. Guidance is a complex approach that involves
meeting needs, understanding developmental
issues, expressing feelings, preventing
problems and using a problem solving process.
When you are faced with
misbehavior are you
interested in changing the
behavior or are you
interested in controlling,
winning or making the child
The teacher should recognize that mistaken behaviors are caused by inexperience, the influences of others, or deep unmet physical or emotional needs.
1. Communicate what you are doing and why.
2. Check communication to see whether it is clear.
3. Build positive relationships.
A significant aspect of education is “relationships, relationships,
***It is important to keep in mind the fit between what you do (PRACTICE) and
your long term goals for children. If you want children to be kind, understanding,
etc. then you need to model it for them.
How does a teacher build positive teacher-child relationships?
1. The teacher relies on guidelines for expected behavior that are
worded positively rather than rules with negative wording and
2. The teacher models and teaches acceptance, cooperation and
3. The teacher models and teaches conflict management.
4. The teacher avoids embarrassing or humiliating children.
5. The teacher uses removal or physical restraint as only as a last
6. The teacher works on managing his/her own feelings.
The teacher builds partnerships with parents
1. The teacher recognizes that being a parent is a difficult job.
2. The teacher uses a variety of methods to connect with parents; phone calls, visits, notes home, meetings, conferences, events etc.
3. The teacher avoids judging parents and makes the effort to connect with even the hardest to reach parents.
Helps children learn from their mistakes instead of punishing them for the mistakes they make
Empowers children to solve problems instead of punishing them for having problems they cannot solve
Helps children to accept consequences, but consequences that teach and leave self-esteem in tact instead of punish
What guidance is not…
It is not just reacting to problems.
It does not mean that the program won’t be
It is not a sometimes thing.
It is not permissive discipline.
Preventing unacceptable behavior
Set up an appropriate environment
Let the environment provide the limits
Model appropriate behavior
Provide physical control when needed
Teach appropriate expression of feelings
Responding to unacceptable behavior
Allow children to experience the consequences of their
Catch children being “good.”
Ignore misbehavior that is designed to attract attention.
Teach pro-social behavior.
Time out, taking away things (toys, dessert, etc.) being
grounded….these methods don’t meet the child’s
needs. Therefore they typically aren’t very effective. But
if you choose to use this method, use time-out
Time-out: two views
Traditional: Child is removed to a time out chair or unoccupied part of the room as a consequence for wrong doing. It is intended that the child “think about” what they have done. The adult decides when the child may rejoin the group
Guidance Perspective: “Cooling off period”. The teachers removes a child from a difficult situation and helps them to calm down so the two can then talk about and hopefully resolve the conflict. The intent is for the child to practice coping skills and the child decides when they are ready to rejoin the group.
Let’s take a look at 2 scenarios.
For the first scenario, we will compare the
Traditional model and Guidance Model approaches
to disciplining young children.
Situation: It is September and (Teacher) Alicia is just getting to
know her new class of four year olds. Today at lunch time Sam
and Jose were sitting next to each other laughing and talking,
neither one of them are eating much food but they are making a big
Alicia approaches the
boys, looks sternly at
them and says: “ Look
what a mess you are
making!, I am going to
move my chair to sit
between the two of you,
now please stop playing
and start eating.”
Guidance Model Alicia moves her chair closer to the
boys and says, “ You two are having so much fun down here, what’s so funny?”
Alicia spends a few moments hearing about the boys joke, asks them how they like their food and tells them about the food she likes on her plate.
When the boys look like their done she reminds them that they can go play as soon as their area is cleaned up.
Alicia makes a mental note to herself to send a note home to both boys parents about the new friend each of them has made.
For the second/last scenario, try to figure out which
approach you might try as a teacher.
Situation #2: How might (Teacher) Maria figure
out how to guide these children?
Maria is a teacher of four year olds, she has a small class of 14 children and a very small classroom. Recently Maria has noticed that there are more and more conflicts over toys and space. Yesterday Noah and Joe told every girl that tried to come into the block area where they were playing with legos to “go away”. Maria helped the boys to work out the problem yesterday but now it’s happening again!
15 Techniques to use with children which invite cooperation
1. Give children valid, appropriate and limited choices. Limit use of commands. Offering options gives
the child a sense of empowerment. This works especially well with children who are strong willed and
in need of a great deal of control. Giving choices eliminates power struggles and “NO” answers.
ie: Do you want your milk poured into the green cup or the blue cup?
ie: You may walk to get your diaper changed or I can carry you. (either way, the diaper is getting
ie: Say “It’s naptime” rather than “Do you want to take a nap?” which offers the child the chance to
refuse. Don’t confuse the child by offering choices when the choices should be yours.
2. Build children’s competence and self-esteem. Help them develop responsibility. Allow them to do
small, achievable things to boost their self-confidence and learn the necessary life and social skills.
3. Respect the child and make him/her feel valued and special. Whenever your child misbehaves, the
message you communicate needs to remain the same – “I like you but I do not like your behavior.”
Make sure they understand that they are accepted and loved, but their behavior is not.
4. Use your voice as a tool; speak respectfully, firmly, but gently. Use your “strong” voice…which is a
firm, but low voice, and physically get down on the child’s (eye) level when talking to him/her.
5. State directions, instructions and suggestions in a positive manner. Avoid overusing the word
“no.” Say “No” by saying “Yes.” For example, if a child asks for a cookie too close to lunch time, say
“Yes, you may have a cookie right after we finish lunch.” Another example “Put games on the shelf
when you are done” will be more effective than saying “Don’t leave games on the table.”
Guiding Young Children
Strategies for Communicating with Children in the Classroom and at Home
Compiled by Michelle Moen
6. Give boundaries and stand firm. Children need to know boundaries and that the parent/teacher is in
charge; otherwise s/he will try to manipulate every time. Rules should be enforced consistently.
7. Using language of care and compassion, not blame and shame. Avoid shaming or bribing children.
Do not threaten your child. There is a difference between threatening and offering a consequence. A
consequence is an action which is the result of your child’s behavior. “If you dump all of the toys out of
the box, you will be responsible to pick them up.” Help your child understand that behaviors and choices
8. Have natural and logical consequences. They can be powerful teaching tools. Gently point out what
happened and why. “If you break your toy, you have no toy.” “We must not use marker pens on the
wall. Let’s get some soap and water and I’ll show you how to get the marks off. Then you can color on
paper at the table.” Another example “Oh, oh, an accident. Here’s a paper towel so you can wipe up the
9. Give a limited task. Describe only what needs to be done. It may seem overwhelming to ask a child to
“clean up your room” or “clean up the carpeted area.” It is more effective to assign limited tasks, such
as “Pick up the blocks, please.”
10. Acknowledge appropriate behavior. Use positive reinforcement. Catch your child doing things right!
“I really liked the way you listened. Good listener!” “Thanks for helping me. You’re a great helper.”
11. Forewarn before making a request. Children are generally more cooperative when they are given a
few minutes to finish what they are doing. “In five minutes it will be time to clean up the toys.” Or
“We will leave to go to the grocery store when the next commercial comes on the television. So please
have your shoes on.”
12. Provide interesting, fun and challenging activities and materials. Sometimes children “act out”
because they are bored.
13. Watch out for praise and rewards. Remember there’s a difference between praise and
14. Active listening (affirming what you have heard instead of reacting to what was said.)
ie: “You really want to eat a cookie before dinner.” (affirming) VRS. “Why do you always ask for
cookies before we eat dinner?” (reacting). Reflect the child’s feelings. Be permissive with feelings, but
not with behavior. Say “I understand how mad you feel when Nick grabs the shovel without asking, but
you may not push him out of the sandbox.” Or “I WANT you to have a turn with that toy, but it’s time
to eat right now. You can play with it right after we eat.”
15. End the day on a positive note. Regardless of your child’s behavior during the day, be sure to let your
child know that he/she is special and loved by you. Bedtime is not a good time to rehash the bad events
of the day but rather a time to set up positive, loving communication.
We are a professional custom writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework.
Yes. We have posted over our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill our Order Form. Filling the order form correctly will assist our team in referencing, specifications and future communication.
2. Fill in your paper’s requirements in the "PAPER INFORMATION" section and click “PRICE CALCULATION” at the bottom to calculate your order price.
3. Fill in your paper’s academic level, deadline and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
Need this assignment or any other paper?
Click here and claim 25% off
Discount code SAVE25