The dissertation highlights the results of theoretical and experimental research on the problem of forming in primary school students the ability to constructively
resolve conflicts in the educational process through the use of interactive technologies in pedagogical theory and practice.
The problem of defining the content of the concept of “conflict” is actively studied by both domestic and foreign scholars. Most works emphasize that the ability to constructively resolve conflicts is an important characteristic of a mature personality and a necessary condition for successful socialization. Research in this field is aimed at analyzing the age-related characteristics of schoolchildren’s development, the specifics of their interaction with peers, and the formation of skills for productive conflict resolution.
According to the provisions of state educational documents, in particular the State Standard of Primary Education, the leading task of primary school is not only the acquisition of a system of knowledge but, above all, the formation of essential life competencies. Among them are the ability to navigate complex situations of interpersonal interaction, find constructive ways of resolving conflicts, control one’s own emotions and behavior, as well as establish productive relationships with others. These qualities ensure a child’s successful adaptation to the social environment and create the foundation for their further personal development.
In the first chapter of the dissertation research, an analysis of psychological and pedagogical studies on the nature of conflicts in children’s groups and ways of their constructive resolution is carried out. The age-related characteristics of primary school students in the context of their ability to self-regulate in conflict situations are described; the pedagogical potential of interactive methods (role-playing games, case methods, group discussions, training exercises) for the formation of skills of constructive behavior in conflict situations is substantiated; the structural components of the ability of primary school students to constructively resolve conflicts (cognitive, emotional-value, behavioral) are defined. Criteria and indicators of the formation of the ability to constructively resolve conflicts are developed. The levels (high, medium, low) of the formation of the studied quality in primary school students are characterized.
The analysis of scientific and pedagogical sources has shown that the ability of a primary school student to constructively resolve conflicts encompasses a set of interrelated skills: timely recognition of conflict situations and clarification of their causes; awareness of one’s own position and consideration of the interests of all participants in interaction; use of interactive technologies to search for mutually acceptable solutions; effective cooperation with different partners, demonstration of empathy and respect for others’ opinions; application of strategies for constructive conflict resolution and reaching agreement, taking responsibility for one’s own decisions; joint identification of ways to overcome conflict, planning and implementation of actions aimed at peaceful problem-solving; awareness of the purpose of communication in conflict situations, selection of appropriate methods of interaction, and emotional readiness for dialogue and compromise.
Researchers and practitioners unanimously emphasize the particular importance of forming this ability precisely in primary school age, which is considered sensitive for the development of constructive interaction skills. The beginning of schooling is accompanied by a change in the child’s social role, the nature of leading activity, and the expansion of communication with peers, which often leads to conflict situations. In this context, the ability to resolve conflicts is viewed as the capacity to solve typical problems of interpersonal interaction characteristic of this age. An important role is played by interactive technologies, which ensure active participation of students in mastering methods of peaceful conflict resolution, contribute to the development of self-regulation, emotional intelligence, and adaptation to new learning conditions.
A key age characteristic of primary school students is the intensive development of social skills. The child becomes a full member of the class community, gaining experience in various forms of interaction, including conflict situations. The use of interactive technologies in the educational process creates a psychologically safe space for practicing constructive models of behavior, forms cooperation skills, and contributes to the development of a culture of peaceful communication.
