Ways to resolve conflicts in kindergarten briefly. Pedagogical conflicts and ways to resolve them

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1. Children's conflicts and ways to resolve them

Children's quarrels over a scoop, cars or the right to be the first to swing on a swing ... All parents, without exception, face them. And this is absolutely normal. When a child gets into children's team, conflicts arise. But it is through them that children learn to communicate, build relationships and play together, without prejudice to the interests of another. But if some kids quarrel only from time to time, then others constantly cannot find contact with peers, take away toys, fight. How to react correctly when children quarrel, how to help them resolve the conflict, and why does this happen? Children's conflicts and ways to resolve them are the topic of conversation today.

TWO BATTLE - THIRD DO NOT INTERFERENCE?

Parents need to understand that conflicts are an inevitable stage of growing up a baby, since finding a way out on his own, he learns to better understand and feel the emotions of other people, to compromise. When the first quarrels arise, you need to behave calmly and firmly with the child. If the baby pushes another baby, takes away the toy, bites, it is better to immediately stop these actions, avoiding the aggravation of the situation. Kids over three years old can be given the opportunity to resolve the dispute on their own, this will allow them to gain invaluable experience in resolving conflicts. Of course, an adult must unobtrusively control this process. If you feel that passions are heating up, and the little "warriors" are ready to rush into the fight, you need to intervene. In this case, you need to have time to hold the offender's hand, not giving the opportunity to hit another baby. Be sure to back up your actions with a sharp "No"! Children who have a past experience of negative parental attitudes towards their aggressive behavior can also be stopped by the strict hail of an adult. Do not drag the children away, it is better to put your hand between them and tell them that you will not let them fight, but they can talk about what is happening. Do not try to figure out who first started and what actually happened until the children calm down. Take the toy that caused the quarrel, and explain to both of them that you will give it back when they can calmly talk to each other. When the children have calmed down, invite them to discuss what happened. An adult's attitude towards children should be calm and respectful. Remember, in this situation you are an irreplaceable assistant, not a strict judge! It is you who must "resolve" children's conflicts and look for ways to resolve them. If children in the process of "debriefing" address their statements to an adult, you need to explain to them that they should discuss the situation among themselves. For example: "Tell me, please, it's not for me, but for Misha, okay?" When involving children in the process of building relationships, try to find out who wants what, what caused the quarrel, and also explain how the conflict could be resolved peacefully. Children should take an active part in the discussion, suggesting their own solutions. But those that do not infringe on the rights of one of them. This discussion helps to develop peer relationship skills, builds self-confidence, and teaches to understand and take into account the feelings and desires of the other person. After discussion, a general decision, acceptable to all, is made. It is good to look at the exhausted conflict from the outside and discuss together how it could have been avoided. Finally, do not forget to praise and support the children for their activity, highlight the value of each of the proposals. This will help the little ones to realize their contribution to the peaceful resolution of the situation. Teach children to change toys, this will avoid conflicts and, over time, will teach them to understand the value of playing together.

IF IT COMES TO A FIGHT ...

This happens more often in a family where two children grow up with a small age difference. In this case, the adult has to act when “everything has happened”. Despite this, it is necessary to show the child that this behavior is unacceptable. Harsh words addressed to the offender and sympathetic attention to the victim will help to understand that the one who behaves in this way is losing. Two points are also important here: firstly, your words should be directed at negative behavior, and not the child's personality (not “You are a fighter!”, But “You acted badly!”), And secondly, in usual time The “abuser” should enjoy the same attention and involvement of the parents. Do not force the child to apologize, he must come to this decision himself. You can use the "quiet corner" technique - send the child to calm down to a corner or another room, but the "link" should not last more than two to five minutes. I must say that this technique does not work for younger children, they are unlikely to understand the logical connection between their act and removal. In this case, it is better, strictly looking into the eyes of the child and firmly holding his hands, to say: "You cannot fight!" or "You can't bite!" Do not drag out the punishment for the whole day and do not try to read the moral for a long time and accuse the child, the baby in this state is unlikely to understand what you are telling him. The most acceptable thing is to express your negative attitude towards the act and end this unpleasant incident as soon as possible. It is also unacceptable to provoke an offended child into retaliatory aggressive actions: "Go and give back!" The kid can interpret these words as "instructions for use" and the only correct way to resolve conflicts. In no case use threats and aggressive actions against children, this will only confirm them in the opinion that the one who is physically stronger is right. Remember, too, that usually both children are to blame for the conflict. Therefore, if there is no pronounced "injured side", it is better to separate both children in different rooms, reinforcing this action with the words: "If you cannot play calmly and not quarrel, play each one separately." Do not take sides in childhood conflicts and how to resolve them. In a disputable situation, both children feel irritated and resentful and equally need your sympathy. As a rule, children quickly forget about the quarrel. After being alone for a while and having calmed down, they begin to miss each other.

SENIOR AND JUNIOR - EVERYONE HAS HIS TRUTH

If you find that the most common victim of child conflicts is youngest child, do not rush to punish the elder. Often the younger child literally "brings" the older one, provoking him to a fight, since he is younger and the parents will rather pity him than the older one. This is manipulation to a certain extent.

In this case, the older child should be explained that the younger one likes to control his emotions and his behavior. Therefore, the elder needs to try not to succumb to these provocations. It is also better not to punish or scold the older child in the presence of the younger, but to disassemble the essence of the conflict with him face to face. The older child becomes automatically "big" when the younger one appears. But he doesn't have to be forgiving and condescending! The command note in the voice of the elder in relation to the younger is a marker of our own appeal and attitude towards our own children. The elders willingly imitate the imperious intonations of their parents or use force in relation to the younger. Therefore, it is unacceptable for parents to use power and force against their children. Try to emphasize the positive aspects of how the children relate to each other. More often ask the older child to help the younger, to teach him something new. Make sure that he does not raise his voice to the younger one. But don't turn him into a nanny! Only in a confidential conversation with our children and full acceptance of each of them as a person, we can instill in children's souls understanding and respect for a brother or sister.

WHY IS IT SO HARMFUL TODAY?

Sometimes parents are lost in conjecture why the baby is annoyed from scratch, does not obey, behaves aggressively towards other children. The reason may be in his feelings, because not everything is calm in the family. He cannot understand why adults are yelling at each other or why dad slammed the door and mom is crying. The baby transfers the accumulated stress and anxiety to other children: they latently begin to irritate him and become “guilty” that the child is so bad. He cannot express this in words, so he throws out his nervousness in a conflict, receiving a release of negative emotions accumulated in a child's soul. As a rule, after such quarrels and fights, the child cannot explain the specific reasons for his extremely aggressive behavior. Children can also use conflict to attract the attention of adults, and subconsciously use this to get something from their parents. Perhaps the child lacks your attention and care. The kid provokes other children into a conflict, brings the situation to a fight, but, having been rebuffed, runs to complain to his mother. Now he can “cry justifiably,” and his mother will certainly pity him and caress him. After that, he calms down. Think maybe your child wants you to spend more time with him, needs a closer emotional contact with you? If a toddler is often criticized and scolded at home, he may also vent his resentment and irritation on other children. Conversely, if a child is overprotected and praised, he is the “navel of the earth” in his own family, whose wishes are immediately fulfilled, he may not find understanding among his peers. After all, he expects the same attitude from everyone around him, but, naturally, does not receive it. Then, the child begins to achieve what he wants, provoking constant conflicts and quarrels. Therefore, when trying to teach your child effective communication skills, think about what needs to be changed in your own family, behavior and attitude towards the baby. I would like to note that children's quarrels deserve your attention! Correct intervention and assistance in finding a compromise is a guarantee that by school age your child in most cases will learn to find a way out of conflicts on his own. And if your help is needed, the baby will always feel the reliable and strong shoulder of loving, attentive and caring parents! conflict child tension negative

PROFESSIONAL TIPS

Tired of constant childish quarrels and conflicts? Both adults and children need to be patient, learn to find compromises and try to remember effective conflict resolution techniques.

* Do not discuss or complain to other adults about his negative behavior in front of your child. He can establish himself in the opinion that nothing can be changed, and conflicts are inevitable.

* Try not to remind your child of recent quarrels and conflicts, so as not to set him up in a hostile way.

* Draw your child's attention to the emotions and feelings of other children, in what mood they are, what they are doing. For example: “Look how Volodya furrowed his eyebrows, he’s probably unhappy with something now. Let's play with him when his mood improves. But Helen smiles, play with her for now! " It is good to buy the board game "ABC of Emotions". It will help the child to distinguish emotions by facial expressions, which contributes to a better understanding of the mood and state of other children.

* Demonstrate an example of effective communication. Do not conflict with your family with the child, do not swear or quarrel with the baby, try to pause if the situation is on the verge of conflict.

* An effective technique for resolving a conflict over a toy may be "time-based" use of it. Help them understand that it is impossible for two children to have one toy at once if there is only one thing. You can split an apple into two halves, but you cannot divide a toy. After all, then it will be unusable! Sequencing teaches children patience and the ability to find a compromise.

* Games to relieve stress and discharge accumulated negative emotions are very suitable for conflict children. To calm them down, you can use elements of relaxation, psycho-gymnastics and playing with water and sand.

* Allow children to complain (but never sneak!) Only if it happens before the fight. They will learn to consult and ask for help from adults, without bringing the situation to a fight.

* Try to calmly analyze what is the real cause of your baby's conflict. This will help you find effective ways of correction by working together with a child psychologist.

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INTRODUCTION
1. CLASSIFICATION AND TYPOLOGY OF CONFLICTS

1.1. OBJECTIVE CONTENT OF A CONFLICT SITUATION
1.2. TYPES OF CONFLICTS
1.3. STAGES OF CONFLICTS
1.4. CONFLICT DEVELOPMENT PHASES
2. CONFLICT MANAGEMENT
2.1. OUTPUTS FROM CONFLICT SITUATIONS AND CONFLICT

3. CONFLICT SITUATIONS IN THE EXAMPLE OF MDOU No. 149

3.1 OBJECTIVE AND SUBJECTIVE REASONS.

3.2 THE EDUCATOR AND ITS PROBLEMS.

3.3. WAY OF RESOLVING CONFLICTS BETWEEN THE PREPARATOR AND THE PARENT.

CONCLUSION
BIBLIOGRAPHY

INTRODUCTION

Adults laugh at children who whine in their own defense: "He started first."

But adultsconflicts start out the same way.

Emerging with the first human communities, conflicting

phenomena manifested themselves on a daily basis. For a long time no conflicts

researched by science. Over time, living conditions changed, and conflicts also changed. Their physical, economic and social consequences became different. The attitude of public thought to them also changed. In the Middle Ages and in modern times, scientists attempted to comprehend the essence of this phenomenon.

The first surviving studies of the problem under consideration

belong to the V11-V1 centuries. BC. Chinese thinkers of the time believed

that the source of the development of all that exists is in the relationship of positive (yang) and negative (yin) sides inherent in matter, which are in constant confrontation and lead to confrontation of their carriers. Many students of those times tried to reveal the cause of such a conflict as war. Heraclitus considered war the father and king of all things. Plato (428-348 BC) viewed her as the greatest evil.

Traditions of accumulation of conflictological ideas have

centuries-old history. The first integral concepts of the conflict appeared at the turn of the 19th - 20th centuries. The ideas of consent and conflict, peace and violence have always been one of the main ones in religious movements. The theme of the struggle between good and evil is presented in works of culture and art. Ordinary consciousness is also a powerful source of conflictological ideas, a reflection of people's attitude to conflicts of different levels. Currently, many scientists are suggesting that perhaps the 21st century will confront humanity with an alternative: either it will become a century of conflict resolution, or it will be the last century in the history of civilization.

Conflicts in the 20th century became the main cause of loss of life. Two world wars, more than 200 large-scale wars, local military conflicts, murders, suicides - all these types of conflicts, according to the most approximate estimate, have claimed up to 300 million human lives. The internal political struggle is one of the decisive factors in the development of most states. Conflicts in organizations often have a decisive impact on the quality of their activities. Harmony in the family and with oneself is the most important condition for a happy life for every person.

Conflictology as a relatively independent science in Russia

has existed since the early 90s. From 1924 to 1994 inclusive

Conflicts are the eternal companion of our life. And therefore, even the most consistent policy of humanization in enterprises and institutions and the best management methods will not protect against the need to live in conditions of conflict.

The organization is the main unit in social structure modern society. Social life people takes place in the composition of certain organizations: production, financial, commercial, scientific, educational and public.

At the present stage, there is a point of view that even in organizations with effective management, some conflicts are not only possible, but also desirable. Of course, conflict is not always positive. In some cases, it can interfere with the satisfaction of the needs of the individual and the achievement of the goals of the organization as a whole. But often the conflict helps to reveal a variety of points of view, a greater number of alternatives. This makes the group's decision-making process more efficient, gives people the opportunity to express their thoughts and thereby satisfy personal needs for respect and power. The role of conflict mainly depends on how effectively it is managed.

A kindergarten is a state within a state, with its own hierarchy and laws. The moment your toddler first steps into preschool educational institution, you are part of the team with him and must accept some of the features of keeping babies in kindergarten.

A kindergarten is not a fabulous house, where there are two Mary Poppins in each group, and the head of the kindergarten is by no means "Goldfish", these are the same people, and, of course, you should only demand from them what is possible.

Currently, there is a certain lack of theoretical research in the field of the sociology of conflict. With a large number of publications devoted to specific appliedaspects of conflict management, there are practically no works that would analyze the deep causes of conflicts and their impact on the life of society in general and the individual and in particular. At the same time, the problem of the conflict is of a purely applied nature. It is in great demand when solving very specific situations in which there is a clash of interests of two or more parties. To find the optimal solution, you need to have knowledge of how these types of conflicts develop. The clash of points of view, opinions, positions is a very frequent phenomenon of industrial and social life. To develop the correct line of behavior in various conflict situations, it is very useful to know what conflicts are and how people come to agreement. Knowledge of conflicts increases the culture of communication and makes a person's life not only calmer, but also more psychologically stable.
From a practical point of view, the relevance of the work is no less significant. Currently, the heads of kindergartens, and not only, do not have enough elementary conflictological culture, they do not have enough knowledge about conflicts, about ways of their peaceful solution. Many leaders prefer to resolve emerging conflict situations by forceful methods, not even realizing that there are peaceful and constructive methods of getting out of the conflict, leading to a win-win situation.
The works of domestic and foreign scientists are devoted to the study of the problem of conflicts in organizations, including A.Ya. Antsupov, F.M. Borodkin, G.I. Kozyrev, N.V. Grishina, A.G. Zdravomyslov, N.N. Obozov, S.M. Emelyanov, B.I. Hasan, W. Siegert, L. Lang, W. Mastenbrook, H. Cornelius, S. Fair, R. Fischer, W. Yuri.

To manage a conflict, you need to know the reasons for its occurrence, types, types, possible consequences in order to use the most effective methods of resolving it. Therefore, the subjects of social management, depending on the attitude to a specific social system can purposefully influence the dynamics of conflicts occurring in it in accordance with their interests.

The research methodology is based on fundamental scientific works domestic and foreign psychologists, sociologists and conflictologists, presenting the methodology for the analysis of conflict situations in the organization.

1 CLASSIFICATION AND TYPOLOGY OF CONFLICTS

In modern conditions, when communication between people becomes more intense and tense, the role of science in overcoming conflicts - conflictology - increases.

Conflictology includes the study of the emergence, development and course of various conflicts: from conflicts in abstract systems to conflicts between social groups and individuals.

In the scientific literature there is no single generally accepted definition of the concept of "conflict".

Conflict is the most acute way of resolving contradictions in interests, goals, views, arising in the process of social interaction, consisting in the counteraction of the participants in this interaction, and usually accompanied by negative emotions, going beyond the rules and norms.

Conceptual scheme characterizingessence of conflictshould cover four main characteristics:structure, dynamics, functions and conflict management.

In structure conflict is distinguished by:

object (subject of dispute);

subjects (individuals, groups, organizations);

conditions of the conflict;

the scale of the conflict (interpersonal, local, regional, global);

strategies and tactics of the parties' behavior;

outcomes of a conflict situation (consequences, results, their awareness).

Any real conflict is a complex dynamic process that includes the following main stages:

1.Subject situation- the emergence of objective causes of the conflict

2.conflict interaction- incident or developing conflict

3.resolving conflict(Full or partial).

Conflict, regardless of its nature, fulfills a number offunctions, among which the most important are:

d ialectic - serves to identify the causes of conflict interaction;
Constructive - the tension caused by the conflict can be directed towards the achievement of the goal;
destructive - there is a personal, emotional coloring of the relationship, which interferes with the solution of problems.

1.1 OBJECTIVE CONTENT OF THE CONFLICT SITUATION.

1. Participants in the conflict. In any conflict, the main actors are people. In addition, they can form various groupings and social groups.

The opposing sides are the key link in any conflict. When one of the parties leaves the conflict, it ends. If in an interpersonal conflict one of the participants is replaced by a new one, then the conflict also changes, a new conflict begins.

2. The subject of the conflict. The subject of the conflict is the contradiction because of which and for the sake of the resolution of which the parties enter into confrontation.

3. Object of the conflict. The object is located deeper and is the core of the problem, the central link in the conflict situation. Therefore, sometimes it is considered as a cause, a reason for conflict.

4. Micro and macro environment. When analyzing a conflict, it is necessary to single out such an element as the conditions in which the parties to the conflict are and act, that is, the micro and macro environment in which the conflict arose.

The cardinal (fundamental) value in the issue of resolving the conflict is the choice of a strategy for getting out of it, which depends on various factors: the personal characteristics of the opponent, the level of damage done, the status of the opponent, possible consequences, etc.

1.2 TYPES OF CONFLICTS.

First, let's understand what a conflict classification is.

Classification is a scientific method that consists in separating the entire set of objects and then combining them into groups based on some attribute. The classification of conflicts is necessary for a comparative study of their essential features, connections, relationships, functions, etc.

IN contemporary literature there are many classifications of conflicts on various grounds.

So A.G. Zdravomyslov gives a classification of the levels of the conflicting parties:

Interindividual conflicts

Intergroup conflicts and their types:

interest groups

ethnic groups

groups united by a common position;

conflicts between associations

intra and interinstitutional conflicts

conflicts between state entities

conflicts between cultures or types of cultures

R. Dahrendorf provides one of the broadest classifications of conflicts.

We will give this classification, indicating the types of conflicts in brackets:

By sources of origin (conflicts of interest, values, identification).

By social consequences (successful, unsuccessful, constructive or constructive, destructive or destructive).

In scale (local, regional, interstate, global, micro, macro, and mega conflicts).

According to the forms of struggle (peaceful and non-peaceful).

According to the characteristics of the conditions of origin (endogenous and exogenous).

In relation to the subjects' attitude to the conflict (genuine, accidental, false, latent).

By tactics used by the parties (battle, game, debate).

A. V. Dmitrov gives several classifications of social conflicts for various reasons.

Types of conflicts in relation to an individual subject:

internal (personal conflicts);

external (interpersonal, between person and group, intergroup).

5. In psychology, accept also highlight: motivational, cognitive, role and other conflicts.

K. Levin attributes motivational conflicts(few people are satisfied with their work, many do not believe in themselves, experience stress, overload at work) to a greater extent, to intrapersonal conflicts. L. Berkovits, M. Deutsch, D. Myers describe motivational conflicts as group conflicts. Cognitive conflicts are also described in the literature both from the standpoint of intrapersonal and intergroup conflicts.

Role conflicts(the problem of choosing one of several possible and desirable options): intrapersonal, interpersonal and intergroup are most often manifested in the activity sphere. But most often in the psychological literature, three types of conflicts are described: at the intrapersonal level, at the interpersonal and intergroup level.

F. Lutens highlights3 types of intrapersonal conflicts:conflict of roles; conflict caused by frustration, conflict of goals.

Intergroup conflict- these are, as a rule, conflicts of interests of groups in the production sphere.

Intergroup conflicts are generated most often by the struggle for limited resources or spheres of influence within the organization, which consists of many formal and informal groups having completely different interests. This confrontation has different foundations. For example, professional-production (designers-production workers-financiers), social (workers-employees - management) or emotional-behavioral ("lazy" - "hard workers").

But the most numerous areinterpersonal conflicts... In organizations, they manifest themselves in different ways, most often in the form of a leadership struggle for always limited resources. 75-80% of interpersonal conflicts are generated by the clash of material interests of individual subjects, although outwardly this manifests itself as a mismatch of characters, personal views or moral values. These are communication conflicts. Conflicts between an individual and a group are similar. For example, the collision of a leader with a united front of subordinates who do not like the steep disciplinary measures of the boss aimed at "tightening the screws."

6. Types of conflicts by nature:

objective, related to real problems and shortcomings;

subjective, due to various assessments of certain events and actions.

7. Types of conflicts by consequences:

constructive, implying rational transformations;

destructive, destroying the organization.

8 ... Highlight conflictsaccording to the degree of their reaction to what is happening:

Fast-paced conflicts - are distinguished by great emotional coloring, extreme manifestations of the negative attitude of the conflicting ones. Such conflicts are most often based on the characteristics of the character, mental health of the individual;

Acute long-term conflicts arise in cases where the contradictions are sufficiently stable, deep, difficult to reconcile. The conflicting parties control their reactions and actions.

Weakly expressed sluggish conflicts are characteristic of contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation.

Weakly expressed, fast-paced conflicts are the most favorable form of collision of contradictions, however, it is easy to predict the conflict only if it was the only one

1.3 STAGES OF THE PROCESS OF CONFLICTS.

1. The emergence and development of a conflict situation. A conflict situation may arise due to disagreements between the subjects of social interaction and be a prerequisite for a conflict.
2. Awareness of an objective conflict situation by at least one of the participants. The consequences and external manifestations of such an awareness and associated emotional experiences can be: a change in mood, rude and unfriendly statements about your potential opponent, a decrease in contacts with him, etc.
3 The beginning of open conflict interaction. This stage is expressed in the fact that one of the participants in social interaction, who has realized the conflict situation, goes on the offensive (in the form of a demarche, statement, warning, etc.) aimed at causing damage to the “enemy”. At the same time, the other participant understands that these actions are directed against him, and, in turn, takes active retaliatory steps against the initiator of the conflict.
4. Development of open conflict. At this stage, the parties to the conflict openly declare their positions and put forward their demands
5. Resolution of the conflict. Depending on the essence of the conflict, its resolution can be achieved by two methods (means): pedagogical (conversation, persuasion, explanation, etc.) and administrative (transfer to another job, dismissal, decisions of commissions, order of the head)
1.4. CONFLICT DEVELOPMENT PHASES

There are two phases of conflict development: constructive and destructive.

For the constructive phase of the conflictcharacterized by dissatisfaction with oneself, opponent, conversation, joint activities. It manifests itself, on the one hand, in the style of conducting a conversation - an increased emotional tone of speech, reproaches, excuses, ignoring the partner's reaction, and on the other, in non-verbal characteristics of behavior: avoiding a conversation, stopping joint activity or its violation, confusion, a sudden increase in distance with a partner in communication, taking a closed pose, averting eyes, unnatural facial expressions and gestures.

At the same time, the conversation remains within the framework of a business discussion, disagreements do not become irreversible, opponents control themselves.

Destructive phase conflict begins when the mutual dissatisfaction of opponents with each other, ways of solving the issue, the results of joint activities exceeds a certain critical threshold and joint activity or communication becomes uncontrollable.

This phase can have two stages. The first is psychologically characterized by the desire to overestimate one's own capabilities and underestimate the capabilities of the opponent, to assert himself at his expense. It is also associated with unfoundedness critical remarks, with dismissive remarks, glances, gestures towards the opponent. These reactions are perceived by the latter as personal insults and cause opposition, i.e., reciprocalconflicting behavior.

If the conflicting parties do not change the tactics of the relationship, then such clashes become systematic, and the negativism of the subjects becomes more and more persistent. A chronic conflict arises that characterizes the second stage of the destructive phase.

2. CONFLICT MANAGEMENT.

To effectively manage conflicts, a manager needs to:

define his type of conflict
his reasons
its features,
and then apply the method of resolution necessary for this type of conflict.

The main task of managing intrapersonal conflict can be:

if these are conflicts of goals, then the main efforts of managers should be aimed at achieving compatibility of personal and organizational goals.

if this is a conflict of roles, then their type should be taken into account (a conflict of personality and expectations associated with the role; a conflict can also arise when there are different requirements for the roles that a person must play at the same time).

Ways to resolve intrapersonal conflictsthere are many: compromise, withdrawal, sublimation, idealization, repression, reorientation, correction, etc. But the whole difficulty lies in the fact that it is very difficult for a person himself to ascertain, identify and manage an intrapersonal conflict. They are very well described in the scientific literature; in practice, it is very difficult to resolve them independently.

Interpersonal conflictscover almost all areas of human relations.

Interpersonal Conflict Managementcan be viewed in two aspects - internal and influence.

The internal aspect is associated with some of the individual qualities of the personality itself and the skills of rational behavior in conflict.

The external aspect reflects the managerial activity on the part of the leader in relation to a specific conflict.

In the process of managing interpersonal conflicts, it should be taken into account at different stages of management (forecasting, prevention, regulation, resolution) causes, factors, mutual likes and dislikes. There are two main ways to resolve them: administrative or pedagogical.

All too often, conflicts that arise, for example, between a boss and a subordinate, an employee or a client, either develop into a struggle or a withdrawal. Neither option is an effective way to manage conflict. Psychologists and sociologists offer several more options for the behavior of a person in a conflict. The two-dimensional model of personality behavior in conflict interaction, developed by K. Thomas and R. Killman, has become widespread in conflict. This model is based on the orientation of the parties to the conflict towards their own interests and the interests of the opposite side. Participants in the conflict, analyzing their interests and the interests of the rival, choose 5 strategies of behavior (struggle, withdrawal, concessions, compromise, cooperation).

Group conflicts are less common in practice, but they are always larger and more severe in their consequences. It is important for a manager to know that the reasons arising between the individual and the group, conflicts are related:

in violation of role expectations

with an inadequacy of the internal attitude to the status of the individual

in violation of group norms

To effectively manage the “personality-group” conflict, it is necessary to analyze these parameters, as well as to identify the form of its manifestation (criticism, group sanctions, etc.)

Conflicts of the “group-group” type are characterized by their diversity and their reasons for their occurrence, as well as the distinctive forms of their manifestation and course (strikes, rallies, meetings, negotiations, etc.).

At different stages of management of intergroup conflicts (forecasting, prevention, regulation, resolution) there is a content of management actions, they will differ. We can observe such a difference, for example, when resolving a conflict:

The conflict of the “personality-group” type is resolved in two ways: the conflicting person admits his mistakes and corrects them; the conflicting personality, whose interests cannot be brought into a state of congruence with the interests of the group, leaves her.
A conflict of the “group-group” type is resolved either by organizing the negotiation process, or by concluding an agreement to coordinate the interests and positions of the conflicting parties.

From a practical point of view, the problem of regulating relations is formed as the task of changing behavior stereotypes. According to G.M. Andreeva, there should be a replacement of some - destructive - with others, more constructive.

2.1. OUTPUTS FROM CONFLICT SITUATIONS AND CONFLICT.

Distinguishconflict situations and conflicts.

A conflict situation is the emergence of disagreements, that is, a clash of desires, opinions, interests. A conflict situation happens during a discussion, a dispute. A dispute is a discussion when its participants do not just discuss a problem, but are "vitally" interested in solving it in their favor if the other side disagrees.

However, for a dispute, as well as for a discussion, it is characteristic that both sides respect each other and show tact.

IN conflict situationyou must adhere to several rules, which include:

Limitation of the subject of the dispute; uncertainty and the transition from a specific issue to a general one make it difficult to reach agreement;

Taking into account the level of knowledge, competence in this matter of the opposite side; with a large difference in the level of competence, the dispute or discussion will be unproductive, and with the stubbornness of an incompetent disputant, they can develop into a conflict;

Taking into account the degree of emotional excitability, consistency of the opposite side; if the parties to the dispute are easily emotionally excitable, have stubbornness, the dispute will inevitably develop into a conflict;

Controlling so that, in the heat of an argument, you do not switch to assessing each other's personal qualities.

If these rules are not followed, the dispute develops into a conflict.

Outcomes of conflict situations

The outcomes of conflict situations can be different: conflict prevention, avoidance of conflict, its smoothing, coming to a compromise, the emergence of confrontation, coercion.

Avoiding conflict as a way to resolve a conflict situationis a departure from permissiona contradiction that has arisen with reference to a lack of time, inappropriateness, untimely dispute, etc. This method should be used so as not to bring the conversation to a conflict. However, such an outcome is simply a postponement of the resolution of the conflict situation. The accused side avoids an open confrontation, allows the opposite side to “cool down”, ease mental tension, and think over their claims.

Smoothing conflict - this is an agreement with the claims, but "only for this moment." The “accused” tries in this way to calm down the partner, to remove emotional excitement. He says that he was misunderstood, that there is no particular reason for the conflict, that he did not do something because of new circumstances that suddenly appeared. However, this does not mean that he accepted the claims and realized the essence of the conflict. Just in this moment he shows agreement, loyalty.

Smoothing cannot endlessly save the day, but, rarely used and not for the same reason, it allows you to relieve tension in a relationship at the moment. However, after a while, the maneuver of the "accused" will be revealed and reproaches will again fall on him: "I promised, but again everything is the same ..."

Therefore, this tactic is bad in that it can undermine the partner's trust.

Compromise is the adoption of the most acceptable solution for both parties through an open discussion of opinions and positions. Compromise excludes coercion unilaterally to one single option, as well as postponing the resolution of the conflict. Its advantage lies in the mutual equality of rights and obligations, voluntarily accepted by each party, and openness

claims to each other.

Confrontation - this is a tough confrontation of the parties to each other, when neither of them accepts the position of the other. The danger of confrontation is that partners can turn to personal insults when all reasonable arguments are exhausted. Despite the fact that such an outcome of the conflict situation is unfavorable, it allows the partners to see the strengths and weaknesses of each other, to understand the interests of the parties (“it means that not everything is smooth in my position”).

Confrontation makes you think, doubt, look for new ways out of the impasse.

Compulsion - this is a tactic of straightforward imposing on a person that solution option that suits the leader, parent, teacher. Coercion quickly and decisively removes the causes of discontent, but at the same time it is the most unfavorable outcome for maintaining a good relationship.

Admitting your mistake or wrong. If the cause of the conflict was improper behavior or an erroneous statement by the leader, which caused the disagreement of the other party, then the conflict can be resolved by admitting his mistake.

Outcomes consideredconflict situations and conflictsaffect both the mood of communication partners and the stability of their relationship in different ways.

In this sense, conflict prevention is most effective, but the outcomes of “admitting an error”, “smoothing out” and “compromise” are also favorable.

3. Conflict situations on the example of MDOU №149.

3.1 Objective and subjective reasons.

Objective reasons - for example, the unscrupulous attitude of educators to their work, their low qualifications. In this case, you are unlikely to be able to change anything, and the best way out is to pick up the child from kindergarten and find another.

Subjective reasons act, as a rule, on the part of both parents and educators. These include unjustifiably positive or unjustifiably negative expectations of parents from a preschool institution. Unjustifiably positive attitude arises when parents, sending their child to kindergarten, think that the kindergarten will "teach everything," and the parents will not have to do anything. If these expectations turn out to be in vain, there is tremendous tension between parents and educators. In fact, a kindergarten can do a lot for the development of its pets, but it has its own specific tasks and it can never completely replace the parents and the educational influence of the family. If the parent's personal “kindergarten” experience was unsuccessful, or the parent himself did not attend kindergarten, but he heard a lot of talk that “this is very bad,” an unjustifiably negative attitude arises. Such a previously prepared negative attitude is necessarily transmitted to the child and does not in the best way affect both him and the relationship between the educator and the parent.

Another subjective reason for conflicts is associated with the fact that the educator sometimes becomes a symbol of power for parents, a kind of controller who evaluates their actions, teaches them. When an educator evaluates a child, gives some recommendations, the parent very often mistakenly believes that they are evaluating him, his solvency as a person and a parent. The same problems often arise with the educator, when, for example, the parents of the pupils may unconsciously remind him of a person with whom a relationship once did not work out.

Another problem is the fear of parents, especially mothers, of losing control over their child. When they see that the baby is immersed in a new life, real jealousy awakens in them that their child now does not completely belong to them. Such a conditional line of "struggle" for children really exists. The more qualified the educator, the more he loves his job, the more zealous he is towards children, trying to convey to his parents his idea of the most different aspects of the upbringing and development of the child. In the minds of the parents, the opinion may develop that the educator "imposes" his point of view on them. Unfortunately, there are teachers who not only like to dictate to parents how to educate their children, but also do it in a rather categorical form: “Your child does not know how to do this, this, this. You did not prepare him well for kindergarten. this, this and that. " Naturally, such lectures have a very negative effect on parents.

There is a reason that indirectly destroys the relationship between the teacher and the parents - these are the characteristics of the child himself. If the baby is well prepared for kindergarten (fits into the regime, knows how to dress and undress, eat on his own, is accustomed to sit in the classroom, listen carefully), as a rule, there are no difficulties. Problems may arise if the parents did not take care of the correct correlation between the child's and kindergarten regimes in time, or if the child was given increased attention in the family, he was not limited in anything, he was constantly entertained. In a large team, it is impossible to provide the child with the usual amount of attention and complete freedom, therefore, not seeing the "proper" attitude from adults in kindergarten, such a child experiences inevitable difficulties and, as a result, severe stress. Mom is nervous, assuming that the baby is naughty and refuses to go to kindergarten, because there they treat him badly. In fact, the reason is not at all in relation to the child, but in the fact that he does not fit into the kindergarten regime and the group of children.

Some parents react very painfully even to a small scratch or bruise from a child in kindergarten. The response may be a complaint against the caregiver who "overlooked" the child, or aggression towards the "malicious offender". Excessive concern of parents only makes the baby nervous, sets him up against the kindergarten. "Who pushed you? Why did he tell you that? And were you the first? Why didn't they give you a poem? Why did the teacher put you one cutlet and not two?" - being very perspicacious psychologists, children quickly understand that an adult is primarily interested in negative stories about children or educators, and, adjusting to the parent, the child begins to compose such stories "especially for the mother." This usually occurs at the age of 5-6, when children already understand how to manipulate people. Artificially creating a conflict, they stand on the sidelines and watch "what will happen", deriving burning pleasure from it and satisfying their curiosity. Therefore, parents must learn to calmly and with understanding relate to such things.

Any parent has their own ideas about how to educate children, but within each preschool institution there are certain pedagogical methods. When a child enters preschool parents are usually informed about the schedule, about the things that need to be brought to the garden, how the payment is made, what classes exist. But neither the administration nor the educators in 90% of the kindergartens ever talk about their pedagogical views - about how life in a group is regulated, how conflicts between children are resolved, how you can make your claim to the educator if you are dissatisfied with something, how to resolve the conflict if you don't find common language with a teacher. Modern parents adhere to various methods and theories of upbringing, and it often happens that their concept completely contradicts the system adopted in kindergarten. Therefore, without informing parents at the initial stage, we create a lot of conflicts. But parents should also understand that the usual methods of influencing the child may not work when their child is surrounded by other children.

3.2. The teacher and his problems.

When you turn to the latter and ask what knowledge they lack to work with children, they practically all unanimously say that they do not know how to work with parents! Indeed, all parents are different, they are adults, and each one needs to find a certain approach. You can even say that most educators are afraid of parents, because they perceive them as, firstly, some kind of force that fights for the child, for power over him; secondly, as controllers who will come and check what they are doing; thirdly, educators simply do not know how to communicate correctly and convey information about a child in a non-aggressive manner. Surprisingly, most of the preschool teachers never turn to their parents for help in raising their children! The idea that teachers should precisely teach parents who do not understand the issues of raising their own offspring is formed, apparently, within the framework of educational institution... And why can't educators turn to their parents for such help, because parents have been with the baby from the very day of his birth and know their child much better ?!

3.3. A way to resolve conflicts between caregiver and parent

The most effective way to resolve conflicts between a caregiver and a parent is through good caregiver work. If he really works with his soul, is carried away by it, "burns" at work, then his parents forgive him a lot. Such a teacher, as a rule, does not have any conflicts at all! However, in most cases, conflicts do occur.

Can conflicts be minimized?

The first is to inform parents even before their children enter preschool about what will happen there, not only in terms of the schedule and routine, but also in terms of relationships and pedagogical influences.

The second is to show parents how to "painlessly" resolve conflicts if they arise. You can create a special memo in addition to the parental agreement. It may contain, for example, the following words: "It is not customary in our kindergarten to sort out the relationship between the teacher and the parent in the presence of children," "In our kindergarten, it is not customary to make comments to other people's children in the absence of their parents and to sort out children's quarrels without participants in the conflict." ... If these rules are "written" and parents are introduced to them in time, then many conflicts simply will not arise.

The third is to teach teachers how to competently convey information to parents. For example, when reporting something negative about a child, always start with a positive response and only then formulate the problem: "Your Petya drew great today, he is wonderful, but there is one side that worries me very much. You know your child better, maybe maybe you will advise me something in this regard ... I notice that he often hits Katya, what do you think, what can this be connected with? Let's think together what is the matter here and how to help him ... ". This is a position of cooperation, communication on an equal footing, addressing the parent as a knowledgeable and competent person. Unfortunately, in the current system, such an individual approach to the child is often difficult.

Another problem is teaching our kids.

After all, it is from the educators, and not from the parents, that they ask the result of the work according to the standard program: for example, all children of one group must master the program of five-year-olds. In this case, the contribution of the parents is not taken into account. This provokes tension, because it is assumed that all children came equal. Unfortunately, in the existing system, these numerous contradictions are not resolved in any way. If the teacher begins to realize all these problems, he will know why his irritation about the parent is accumulating (she is very much like my mother, who oppressed me; or I am angry that not all my children are equally advanced in learning , and why, in fact, a child who came to me with a lag of a year should be just as successful in promoting it? Neither I nor the parent is to blame here). After realizing such reasons, unconscious aggression towards the parent is partially removed. Very often, the teacher has complaints against the parents that they do not study at home with the child. This is especially true, for example, in speech therapy groups where children are given great tasks. Conflicts abound! But the parent simply does not know how to do speech therapy! Of course, here it is necessary to revise the entire system, which assumes that parents will teach and complete their children at home.

CONCLUSION .
Any situation that develops in kindergarten must be treated calmly, you will only aggravate it with conflicts, cooperation and the search for compromises is the way that will help you quickly solve all problems

First of all, parents need to remember that kindergarten will not replace your upbringing. Now there are a lot of different programs and methods - Montessori, Waldorf, integrative pedagogy. You must choose the kindergarten that suits your pedagogical views, and not break yourself and your child under a system that is alien to you.

You must understand that the behavior of a child who enters kindergarten changes dramatically. When joining a team, the child experiences great stress. You need to be patient, not nervous if stress is associated with adaptation. Only a specialist psychologist can figure out what kind of problem it is - adaptation, rejection of the teacher or contraindication to the child of this group.

Parents should also learn to convey information to caregivers in a non-conflict manner. For example, asking a teacher to give a child medicine on an hourly basis, a mother should understand that the teacher has 20 children and he needs to find time for this. Your understanding and help to the educator can be expressed in the most, at first glance, simple things. When buying clothes for a kindergarten for a child, choose such that the fasteners and ties do not interfere with his dressing on his own, do not force the teacher to remind you repeatedly to pay for the fat (naturally, repeating the same request many times, the teacher is annoyed with the parent, and as a result, and per child). Eventually, you can post a notice or put a note in your child's locker.

The problem of conflict between parents and teachers is global problem society as a whole, the education system itself. There are also many subjective reasons that, even with a very good teacher and a wonderful kindergarten arrangement, give rise to a difficult relationship. But, fortunately, most parents and educators understand that the only correct and best way out is not at all continuous confrontation or passive inaction, but in serious and thoughtful cooperation.

When managing the teaching staff, a particularly important point for the leader is the harmonization of the formal and informal aspects of the organizational structure. If in the team all the interaction of teachers and specialists is reduced only to formal communication, this will lead to a decrease in the quality of education, since it is personal communication that is the key to cooperation, trust, openness, mutual respect, which, in turn, has a positive effect on the results of the activities of the preschool educational institution. ...

Thus, the more favorable the psychological microclimate is created in the team, the higher the interest in the success of their activities and the work of partners, the more successfully the motivation of each employee is formed, the higher the results of his activities and the team as a whole, and therefore the higher the quality of education in a particular preschool. institution.

BIBLIOGRAPHY:

1. Antsupov A. Ya., Shipilov A. I. Conflictology. - M .: UNITI, 1999. - Ch. fourteen.
2. Vorozheikin I.E., Kibanov A.Ya., Zakharov D.K. Conflictology. - M .: Infra-M, 2000, 304 p.
3. Grishina NV Psychology of conflict. - SPb .: Peter, 2000, 464s.
4. Gromova ON Conflictology: a course of lectures. - M .: EKSMO, 2000, 320 p.
5. Emelyanov S.M. Workshop on conflict management. - SPb .: Peter, 2000, 215s.
6. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalov V.G. Conflictology: Textbook. M .: INFRA-M, 2006, 302 p.

7. Linchevsky E.E. Contacts and conflicts. Communication at work

Leader. –M .: Economics, 2000.

8. Lacey Hoda. How to resolve conflict in the workplace. Per. from English M: HIPPO, 2004, 208 p.

9. Erich Fromm "The Art of Love"

Introduction ………………………………………………………………………… ..3

Chapter first.

1.1 Definition of the conflict, content, types and methods of its course …………………………………………………………………… .4

1.2. Conflicts in the context of educational activities …………………………… 14

Chapter two.

The specifics of the settlement of pedagogical conflicts ...................... 17

Conclusion ……………………………………………………………… ...… ..24

References ……………………………………………………………… 25

Introduction.

In moments of social cataclysms, we all note the growth of bitterness, envy, and intolerance towards each other. This is due to the disappearance as a result of the so-called restructuring of the system of prohibitions, upbringing, strict observance of laws, which leads to the manifestation of base instincts and (which Dostoevsky feared) - to permissiveness, aggressiveness.

Aggressiveness is a hindrance in the formation of relationships, morality, social activities of people. Administrative measures cannot solve this problem.

Now, more than ever, it is important from childhood to educate children in an attentive attitude towards others, to prepare them for a benevolent attitude towards people, and to teach them to cooperate.

For this, the teacher needs to master well the skills and abilities of preventing and resolving conflict situations, since the problem of interaction between the participants in the pedagogical process is becoming increasingly acute for the modern school.

In numerous publications about the problems of the modern school, it is often noted that its main problem is the teacher's lack of interest in the child's personality, unwillingness and inability to know him. inner world, hence the conflicts between teachers and students, school and family. This, first of all, reveals not so much the unwillingness of teachers as their inability, helplessness in resolving many conflicts.

In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways their permissions.

1.1. Definition of the conflict, content, types and methods of flow.

In order to skillfully use the conflict in the pedagogical process, it is necessary, of course, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using the conflict, to a person who has only an everyday idea of the conflict process.

Conflict- a form of social interaction between two or more subjects (subjects can be represented by an individual / group / themselves - in the case internal conflict), arising from a mismatch of desires, interests, values or perceptions.

In other words, a conflict is a situation when two or more subjects interact in such a way that a step forward in meeting the interests, perceptions, values or desires of one of them means a step back for the other or others.

We are considering a pedagogical conflict, that is, a conflict, the subjects of which are the participants in the pedagogical process.

Typological division of conflicts:

- "authentic"- when a clash of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;

- "random or conditional"- when conflicting relations arise due to random, easily amenable circumstances, which are not recognized by their participants. Such relations can be terminated in the event of realizing the really available alternatives;

- "displaced"- when the perceived causes of the conflict are only indirectly related to the objective reasons underlying it. Such a conflict can be an expression of true conflict relations, but in some symbolic form;

- "misattributed"- when the conflict relationship is attributed to the wrong parties between which the actual conflict is being played out. This is done either deliberately with the aim of provoking a clash in the enemy group, thereby" obscuring "the conflict between its true participants, or unintentionally, due to the lack of truly true information about the existing conflict ;

- "hidden"- when conflicting relations, due to objective reasons, should take place, but are not actualized;

- "false"- a conflict that has no objective grounds and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of "conflict" and "conflict situation", the difference between them is very significant.

Conflict situation- such a combination of human interests, which creates the basis for a real confrontation between social subjects. The main feature is the emergence of an object of conflict, but so far the absence of an open active struggle.

That is, in the process of the development of a collision, a conflict situation always precedes a conflict, is its basis.

There are four types of conflicts:

- intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, interests of the individual;

- interpersonal, characterized by the fact that the actors strive to realize mutually exclusive goals in their life;

- intergroup characterized by the fact that the conflicting parties are social groups pursuing incompatible goals and hindering each other on the path of their implementation;

- individual-group – arises in the case of a discrepancy between the behavior of the individual and group norms and expectations.

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Further, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention is paid to their motives, value orientations, distinctive features and manners of behavior. Finally, the content of the incident is analyzed.

There are warning signals for conflict. Among them:

· the crisis(in the course of a crisis, ordinary norms of behavior lose their force, and a person becomes capable of extremes - in his imagination, sometimes in reality);

· misunderstanding(caused by the fact that some situation is associated with the emotional tension of one of the participants, which leads to a distortion of perception);

· incidents(Some little thing can cause temporary excitement or irritation, but it goes away very quickly);

· voltage(a state that distorts the perception of another person and the actions of his actions, feelings change to the worst, relationships become a source of continuous anxiety, very often any misunderstanding can develop into a conflict);

· the discomfort(an intuitive feeling of excitement, fear that is difficult to express in words).

It is pedagogically important to monitor the signals that indicate the onset of a conflict.

In the practice of a social teacher, it is not so much the elimination of the incident that is more interested in the analysis of the conflict situation. After all, the incident can be drowned out by “pressing”, while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Today, conflict is viewed as a very significant phenomenon in pedagogy that cannot be ignored and which should be given special attention. Neither the collective nor the individual can develop without conflict, the presence of conflicts is an indicator of normal development.

Considering the conflict as an effective means of educational influence on a person, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and the corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon that testifies to failures in their educational work. Most teachers still retain a wary attitude towards the very word "conflict", in their minds this concept is associated with a deterioration in relationships, a violation of discipline, a phenomenon harmful to the educational process. They strive to avoid conflicts in any way, and if there are any, they try to extinguish the external manifestation of the latter.

Most scholars believe that conflict is an acute situation that arises as a result of the collision of personal relations with generally accepted norms. Others define a conflict as a situation of interaction between people either pursuing mutually exclusive or unattainable goals by both conflicting parties, or seeking to realize incompatible values and norms in their relationships, such a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students, as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject cannot realize the internal necessities of his life (motives, aspirations, values, etc.); as an internal struggle that generates external, objectively given contradictions, as a state that gives rise to displeasure with a whole system of motives, as a contradiction between needs and the possibilities of their satisfaction.

Based on the above, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very existence of conflicts was perceived as a negative phenomenon that interferes with the normal functioning of the pedagogical system and causes its structural disturbances.

It has been established that the contradictions that arise among adolescents do not always lead to conflict. Skillful and sensitive pedagogical leadership determines whether a contradiction grows into a conflict or finds its resolution in discussions and disputes. The successful resolution of the conflict sometimes depends on the position taken by the teacher in relation to her (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of "safety technique" teaching activities.

There are two approaches to preparing for conflict resolution:

- study of the available advanced teaching experience;

- the second - mastering the knowledge of the patterns of development of conflicts and methods of their prevention and overcoming; (the path is more laborious, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).

VM Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

· position of neutrality - the teacher tries not to notice and not interfere in the clashes that arise among the pupils;

· position of avoiding conflict - the teacher is convinced that the conflict is an indicator of his failures in educational work with children and arises from ignorance of how to get out of this situation;

· position of expedient intervention in the conflict - the teacher, relying on a good knowledge of the collective of pupils, the relevant knowledge and skills, analyzes the causes of the conflict, decides to either suppress it, or give it an opportunity to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict.

However, the teacher often lacks the culture and technology of interaction with pupils, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve the conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way of reconciling the parties. It helps show adolescents the inappropriateness of some of the forms they use to resolve conflict (fights, nicknames, intimidation, etc.). At the same time, teachers, using this method, allow a typical mistake, focusing only on the logic of their evidence, not taking into account the views and opinions of the adolescent himself. Neither logic nor emotionality achieve the goal if the teacher ignores the views and experience of the pupil.

A theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:

An explainable contradiction often lies at the heart of the conflict, and the conflict itself can be constructive and destructive;

Most teachers remain wary of student conflicts;

Conflicts should not be “feared” because they are natural;

Conflicts among adolescents due to their age characteristics are widespread and common;

High emotional “heat” in communication often leads to conflict;

Conflict can be caused by the assertion of one's “I”;

Intrapersonal conflict can cause interpersonal conflict;

It is advisable for teachers to intervene in the conflict not so much in order to eliminate it, but to help the teenager in knowing himself, his friend, his educational team;

Before intervening in a conflict, it is necessary to know the reasons for its occurrence, otherwise the intervention may acquire a pedagogically negative character;

A conflict situation and conflict, with the skillful use of management mechanisms, can become effective means of educational influence;

The social educator requires deep specialized knowledge to successfully manage adolescent conflict.

Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include what exists more or less independently of the pedagogical process, and what creates the potential for conflict. Subjective conditions make up the level of upbringing and development of children, the awareness of the degree of conflict of the situation by its participants, their moral and value orientations.

By their focus, conflicts are divided into the following types:

Socio-pedagogical - they are manifested both in relations between groups and with individuals. This group is based on conflicts - violations in the field of relationships. The reasons for the relationship may be as follows: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or at the same time in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, support of others;

Psychological and pedagogical conflicts - they are based on the contradictions that arise in the educational process in conditions of a deficit in the harmonization of the relationships that are developing in it;

Social conflict - situational conflicts from time to time;

Psychological conflict - occurs outside of communication with people, occurs within the personality.

Conflicts are distinguished according to the degree of their reaction to what is happening:

Fast-paced conflicts - are distinguished by great emotional coloring, extreme manifestations of the negative attitude of the conflicting ones. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on the characteristics of the character, mental health of the individual;

Acute long-term conflicts arise in cases where the contradictions are sufficiently stable, deep, difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

Weakly expressed sluggish conflicts are characteristic of contradictions that are not very acute in nature, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. The resolution of such conflicts is difficult, much depends on the initiator of the conflict.

Weakly expressed, fast-paced conflicts are the most favorable form of collision of contradictions, however, it is easy to predict a conflict only if it was the only one. If, after that, such conflicts appear, outwardly proceeding mildly, then the prognosis may be unfavorable.

There are conflicting pedagogical situations in time: permanent and temporary (discrete, one-time); by the content of joint activities: educational, organizational, labor, interpersonal, etc .; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members in solving business problems, and the latter - on the basis of contradictions in personal interests. Personal conflicts can relate to people's perception and assessment of each other, real or apparent injustice in assessing their actions, work results, etc.

Most conflicts are subjective in nature and are based on one of the following psychological causes:

Not good enough knowledge of the person;

Misunderstanding of his intentions;

Misconception of what he really thinks;

Erroneous interpretation of the motives of the committed acts;

Inaccurate attitude assessment this person to another.

From a psychological point of view, the occurrence of any of these reasons, any combination of them leads in practice to humiliation of a person's dignity, engenders a fair reaction on his part in the form of an offense, which causes the same reaction of the offender, while neither one nor the other person is able to understand and understand the causes of mutually hostile behavior.

All subjective factors influencing the conflict can be: characterological and situational. The first include stable personality traits, the second - overwork, dissatisfaction, Bad mood, a feeling of uselessness.

In conflict situations, their participants resort to various forms of defensive behavior:

- aggression(manifests itself in conflicts along the “vertical”, ie between the student and the teacher, between the teacher and the school administration, etc .; it can be directed at other people and at oneself, often takes the form of self-humiliation, self-accusation);

- projection(reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows you to cope with excessive internal stress);

- fantasy(what cannot be done in reality, begins to be achieved in dreams; the achievement of the desired goal occurs in the imagination);

- regression(there is a substitution of the goal; the level of aspirations decreases; while the motives of behavior remain the same);

- target replacement(psychological stress is directed to other areas of activity);

- avoiding an unpleasant situation(a person unconsciously avoids situations in which he failed or was unable to carry out the intended tasks).

There are a number of stages in the dynamics of conflict development:

1. Presumptive stage- associated with the emergence of conditions under which a conflict of interests may arise. These conditions include: a) a long-term conflict-free state of the collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later there is a desire to look for the guilty; everyone considers himself the right side, unjustly offended, then creates a conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overloads, which lead to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) informational-sensory hunger, lack of vital information, prolonged absence of vivid, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. The lack of necessary information on a wide public scale provokes the appearance of rumors, conjectures, gives rise to anxiety (among adolescents - a passion for rock music, like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group, no one should feel left out, a “second-class person”; e) the style of life organization and team management.

2. Conflict initiation stage- clash of interests of different groups or individuals. It is possible in three main forms: a) a fundamental clash, when the satisfaction of some can be realized definitely only at the expense of infringing on the interests of others; b) a clash of interests, which affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) there is an idea of a collision of interests, but this is an imaginary, apparent collision that does not affect the interests of people, members of the team.

3. Conflict maturation stage- a clash of interests becomes inevitable. At this stage, psychological attitude participants in the developing conflict, i.e. unconscious willingness to act in one way or another in order to remove the sources of the uncomfortable state. The state of psychological stress prompts to "attack" or "retreat" from the source of unpleasant experiences. People around them can guess about a maturing conflict faster than its participants, they have more independent observations, more free from subjective judgments. The ripening of the conflict can also be evidenced by the psychological atmosphere of the collective, the group.

4. Conflict awareness stage- the conflicting parties begin to realize, and not only feel, the clash of interests. A number of options are possible here: a) both participants come to the conclusion that conflicting relations are inexpedient and are ready to abandon mutual claims; b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to concede; another participant goes to further aggravation; considers the compliance of the other side as weakness; c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.

The objective content of the conflict situation.

1. Participants in the conflict. In any conflict, people are the main actors. They can act in a conflict as individuals (for example, in a family conflict), as officials (vertical conflict) or as legal entities (representatives of institutions or organizations). In addition, they can form various groupings and social groups.

The degree of participation in the conflict can be different: from direct opposition to indirect influence on the course of the conflict. Based on this, the following are distinguished: the main participants in the conflict; support groups; other participants.

The main participants in the conflict. They are often referred to as sides or opposing forces. These are the subjects of the conflict who directly take active (offensive or defensive) actions against each other. The opposing sides are the key link in any conflict. When one of the parties leaves the conflict, it ends. If in an interpersonal conflict one of the participants is replaced by a new one, then the conflict also changes, a new conflict begins.

2. The subject of the conflict ... It reflects the clash of interests and goals of the parties. The struggle taking place in the conflict reflects the desire of the parties to resolve this contradiction, as a rule, in their favor. In the course of a conflict, the struggle can escalate and subside. To the same extent, the contradiction calms down and intensifies.

The subject of the conflict is the contradiction because of which and for the sake of the resolution of which the parties enter into confrontation.

3. Object of conflict ... The object is located deeper and is the core of the problem, the central link in the conflict situation. Therefore, it is sometimes considered as a cause, a reason for conflict. The object of the conflict can be material (resource), social (power) or spiritual (idea, norm, principle) value, which both opponents strive to possess or use. To become an object of conflict, an element of the material, social or spiritual sphere must be at the intersection of the personal, group, public or state interests of the subjects who seek to control it. The condition for the conflict is the claim of at least one of the parties to the indivisibility of the object, the desire to consider it indivisible, to fully own it. For a constructive resolution of the conflict, it is necessary to change not only its objective components, but also subjective ones.

4. Micro and macro environment... When analyzing a conflict, it is necessary to single out such an element as the conditions in which the parties to the conflict are and act, that is, the micro and macro environment in which the conflict arose.

Important psychological components of a conflict situation are the aspirations of the parties, the strategies and tactics of their behavior, as well as their perception of the conflict situation, that is, those information models of the conflict that each of the parties has and in accordance with which the participants organize their behavior in the conflict.

Conflicts in the context of educational activities

The school is characterized by all sorts of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transferring and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

In the sphere public education it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents are an administrator; administrator - administrator.

The most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for class leadership. In the middle grades, there is often a conflict between a group of boys and a group of girls. A conflict between three or four adolescents with the whole class may emerge, or a conflict confrontation between one student and a class may erupt.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren. . Its impact can be manifested in various aspects.

First, the teacher's interaction style with other students serves as an example for reproduction in relationships with peers. Research shows that the communication style and pedagogical tactics of the first teacher have a significant influence on the formation of interpersonal relationships students with classmates and parents. Personal communication style and pedagogical tactics "cooperation ” determine the most conflict-free relations of children with each other. However, this style is owned by a small number of primary school teachers. Primary school teachers with a pronounced functional style of communication adhere to one of the tactics ("dictate" or "custody") that increase the tension of interpersonal relations in the class. A large number of conflicts characterize relations in the classes of “authoritarian” teachers and in senior school age.

Secondly, the teacher is obliged to intervene in student conflicts, regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or just good advice. Involvement of conflicting students in joint activities, participation in conflict resolution of other students, especially class leaders, etc., has a positive effect.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common part of reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

Activities arising from the student's progress, the performance of extracurricular tasks;

Behavior (actions) arising from the violation by the student of the rules of conduct in and out of school;

Relationships arising in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or poor performance. Such conflicts often occur with students experiencing difficulties in learning; when the teacher teaches the subject in the classroom for a short time and the relationship between him and the student is limited educational work... IN recent times there is an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses marks as a means of punishing those who violate discipline. These situations often cause talented, independent students to leave school, while the rest of them are less motivated to learn in general.

Conflicts of actions in Any mistake of the teacher in resolving the conflict gives rise to new problems and conflicts, which involve other students; a conflict in pedagogical activity is easier to prevent than to successfully resolve.

It is important that the teacher is able to correctly determine your position in the conflict, since if the class team acts on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the discipline breaker or takes an ambivalent position, this leads to negative consequences(for example, conflicts can become permanent).

Relationship conflicts often arise as a result of the teacher's inept resolution of problem situations and are, as a rule, of a long-term nature. These conflicts acquire a personal meaning, give rise to a long-term dislike of the student towards the teacher, and disrupt their interaction for a long time.

Features of pedagogical conflicts

Among them are the following:

The responsibility of the teacher for the pedagogically correct resolution of problem situations: after all, the school is a model of society, where students learn the norms of relations between people;

Participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;

The difference in the life experiences of the participants gives rise to a different degree of responsibility for mistakes in resolving conflicts;

Different understanding of events and their causes (the conflict “through the eyes of a teacher” and “through the eyes of a student” is seen in different ways), therefore, it is not always easy for a teacher to understand the depth of a child's feelings, and a student - to cope with emotions, to subordinate them to reason;

The presence of other students makes them participants from witnesses, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;

The professional position of a teacher in a conflict obliges him to take the initiative in resolving it and to be able to put the interests of the student as a developing personality in the first place;

By controlling your emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;

Do not ascribe to the student your understanding of his position, switch to “I-statements (not“ you are deceiving me ”, but“ I feel deceived ”);

Do not offend the student (there are words that, when spoken, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);

Try not to kick the student out of the class;

If possible, do not contact the administration;

do not respond to aggression with aggression, do not affect his personality,

assess only his specific actions;

Give yourself and your child the right to make mistakes, not forgetting that “only the one who does nothing is not mistaken”;

Regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your affection for the student);

Do not be afraid of conflicts with students, but take the initiative to resolve them constructively.

The specifics of the settlement of pedagogical conflicts.

There are few problems between people or groups of people that can be solved in an instant.

Successful conflict resolution therefore typically involves a cycle of defining the problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict should be identified before developing a policy to resolve them.

First of all, you need to find out what happened. What is the problem? It is important at this stage to state the facts so that everyone agrees on the definition of the problem. Feelings and values should be clearly separated from facts. And the leader must present the ideal solution from his side. facts.

Then ask all stakeholders: how do they feel and what would they like to see as an ideal solution? Several options are possible.

Once the conflict has been analyzed, it is possible to move on to a joint, cooperative search for steps to bring everyone to reconciliation.

Conflicts are destructive and constructive. Destructive - when he does not touch on important work problems, divides the team into groups, etc.

Constructive conflict - when an acute problem is revealed, it leads to a collision with a real problem and ways to solve it, helps to improve. (You can compare: in a dispute, truth is born.)

When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor

Along with business conflict situations “teacher-student”, there are frequent contradictions of a personal nature.

As a rule, they arise because of the adolescent's feeling of adulthood and the desire to recognize himself as such, and on the other hand, the teacher's lack of grounds for recognizing him as his equal. And in the case of incorrect tactics, the teacher is able to bring about stable personal mutual hostility and even enmity.

Getting into a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, the resolution of the conflict situation is achieved by establishing mutual understanding between people, eliminating omissions, inconsistencies. However, the problem of understanding another person is quite complicated.

Experienced teachers know what to say (selection of content in the dialogue), how to say (emotional accompaniment of the conversation), when to say in order to achieve the goal of speaking to the child (time and place), when to say and why to say (confidence in the result).

In the communication of the teacher with the students great importance have not only the content of speech, but also its tone, intonation, facial expressions. If during communication between adults, intonation can carry up to 40% of information, then in the process of communication with a child, the influence of intonation increases significantly. It is fundamentally important to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect smooth and coherent speech from the student, due to which adults often interrupt him, which further complicates the statement (“Okay, everything is clear, go!”). Secondly, teachers often have no time to listen to the student, although he has a need to talk, and when the teacher needs to learn something, the student has already lost interest in the conversation.

The really emerging conflict between the teacher and the student can be analyzed at three levels:

From the point of view of the objective features of the organization of the educational process at school;

From the point of view of the social and psychological characteristics of the class, the teaching staff, the specific interpersonal relations between the teacher and the student;

From the point of view of age, gender, individual psychological characteristics of its participants.

A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the entire educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process in relation to each other, in readiness for constructive behavior in future conflicts.

The real mechanism for establishing normal relations is seen in reducing the number and intensity of conflicts by translating them into a pedagogical situation, when interaction in the pedagogical process is not disturbed, although such work is associated with certain difficulties for the teacher.

In social psychology and pedagogy, there are five types of relationships:

- dictate relations - strict discipline, clear requirements for order, for knowledge in official business communication;

- relations of neutrality - free communication with students at the intellectual and cognitive level, the teacher's enthusiasm for his subject, erudition;

- custody relationship - care to the point of obsession, fear of any independence, constant contact with parents;

- confrontational relationship - latent dislike for students, constant dissatisfaction with the work on the subject; dismissive business tone in communication;

- cooperation relations - complicity in all matters, interest in each other, optimism and mutual trust in communication.

Talking to a child is much more difficult than talking to an adult; for this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to the word addressed to him, his sensitivity to falsehood in communication with adults. The teacher's word acquires a convincing force of influence only if he knows the student well, showed attention to him, helped him in some way, i.e. established an appropriate relationship with him through joint activities. Meanwhile, novice teachers tend to believe that their word in itself should lead the child to obedience and acceptance of their requirements and attitudes.

To make the right decision, the teacher often lacks time and information, he sees the fact of a violation of the course of the lesson, but it is difficult for him to understand what caused this, what preceded it, which leads to an incorrect interpretation of actions. Teenagers, as a rule, are more informed about the reasons for what is happening, they are usually silent about it, and when trying to explain to the teacher, to clarify, he often stops them (“I'll figure it out myself”). It is difficult for a teacher to accept new information that contradicts his existing stereotypes, to change his attitude to what happened and his position.

Objective causes of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible control work; d) a quarrel at recess, the mood of the teacher; e) his ability or inability to organize work in the lesson; f) health and personality traits.

Conflict often arises from the teacher's desire to assert his pedagogical position, as well as from the student's protest against unjust punishment, incorrect assessment of his activities and actions. By responding correctly to the adolescent's behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.

Conflict situations in the classroom, especially in teenage classes, are recognized by the majority as typical, natural. To resolve them, the teacher must be able to organize a collective learning activities pupils adolescence by strengthening the business relationship between them; it comes to a conflict, as a rule, with a student who is poorly performing, “difficult” in behavior. You can not punish behavior for poor grades in the subject - this leads to a protracted personal conflict with the teacher. In order for the conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically sound decision in the current situation. The teacher's hasty reaction, as a rule, causes an impulsive response from the student, leads to the exchange of “verbal blows,” and the situation becomes conflictual.

Psychological analysis is also used to switch attention from indignation at the student's deed to his personality and its manifestation in activities, actions, relationships.

Predicting the responses and actions of students in conflict situations can provide a significant help to a social teacher. This was pointed out by many pedagogues-researchers (B.S.Gershunsky, V.I.Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F.Spirin, etc.). So, M.M. Potashnik recommends either to be forced to try on, to adapt to the situation, or to consciously and purposefully influence it, i.e. create new things.

M.M. Rybakova proposes to take into account the responses of students in conflict situations as follows:

Description of the situation that has arisen, conflict, action (participants, cause and place of origin, activities of participants, etc.);

Age and individual characteristics of participants in a conflict situation;

The situation through the eyes of a student and teacher;

The personal position of the teacher in the situation that has arisen, the real goals of the teacher when interacting with the student;

New information about students in the situation;

Options for repayment, prevention and resolution of the situation, correction of student behavior;

The choice of means and methods of pedagogical influence and the determination of specific participants in the implementation of the goals set at the present time and in the future.

It is known from the literature that it is advisable to resolve a conflict situation according to the following algorithm:

Analysis of data on the situation, identification of the main and accompanying contradictions, setting an educational goal, highlighting a hierarchy of tasks, determining actions;

Determination of the means and ways of resolving the situation, taking into account the possible consequences based on the analysis of interactions between educator - student, family - student, student - class team;

Planning the course of pedagogical influence, taking into account the possible response of students, parents, other participants in the situation;

Analysis of the results;

Correction of the results of pedagogical influence;

Self-esteem class teacher, mobilization by him of his spiritual and mental strength.

Psychologists consider the main condition for resolving a constructive conflict to be open and effective communication conflicting parties, which can take various forms:

- utterances that convey how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;

- open and personalized statements concerning the state, feelings and intentions;

information containing feedback on how the participant in the conflict perceives the partner and interprets his behavior;

- demonstration the fact that the partner is perceived as a person despite criticism or resistance in relation to his specific actions.

The actions of the teacher to change the course of the conflict can be attributed to the actions that prevent it. Then conflict-tolerant actions can be called non-constructive actions (postpone the solution of a conflict situation, shame, threaten, etc.) and compromise actions, and conflict-generating actions can be repressive actions (contact the administration, write a report, etc.) and aggressive actions (break the student's work , make fun of, etc.). As you can see, the choice of actions to change the course of a conflict situation has a priority value.

Here are a number of situations and the behavior of a social teacher when they arise:

Failure to fulfill educational assignments due to lack of skill, knowledge of the motive (to change the forms of work with this student, teaching style, correction of the level of "difficulty" of the material, etc.);

Incorrect execution of training instructions to correct the assessment of the results and the course of teaching, taking into account the found out reason for the incorrect assimilation of information);

Emotional rejection of the teacher (change the style of communication with this student);

Emotional imbalance of students (soften tone, communication style, offer help, switch the attention of other students).

In resolving the conflict, much depends on the teacher himself. Sometimes it is necessary to resort to introspection in order to better understand what is happening and try to initiate change, thereby drawing the line between emphasized self-affirmation and self-criticism.

The procedure for resolving conflicts is as follows:

Perceive the situation as it really is;

Don't jump to conclusions;

When discussing, one should analyze the opinions of opposing parties, avoid mutual accusations;

Learn to put yourself in the shoes of the other side;

Don't let the conflict grow;

Problems must be solved by those who created them;

Respectfully treat the people with whom you communicate;

Always seek a compromise;

A common activity and constant communication between the communicants can overcome the conflict.

The main forms of the end of the conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Permission a conflict is a joint activity of its participants aimed at stopping opposition and solving the problem that led to the collision. Conflict resolution presupposes the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions, which they defended in the conflict. Often the resolution of a conflict is based on a change in the attitude of opponents to its object or to each other. Conflict resolution is different from the resolution of topics, then a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties, and without their consent. At the end of a conflict, the underlying contradiction is not always resolved.

Attenuation conflict is a temporary cessation of opposition while maintaining the main signs of conflict: contradictions and tensions. The conflict moves from an “explicit” form to a latent one. Fading conflict usually occurs as a result of:

Depletion of the resources of both sides needed to fight;

Loss of motivation to fight, reducing the importance of the object of the conflict;

Reorientation of the opponents' motivation (the emergence of new problems, more significant than the struggle in the conflict). Under eliminating conflict understand such an impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “non-constructiveness” of elimination, there are situations that require quick and decisive responses to the conflict (threat of violence, loss of life, lack of time or material opportunities).

Elimination of the conflict is possible using the following methods:

Removing one of the participants from the conflict;

Excluding the interaction of participants for a long time;

Elimination of the object of the conflict.

Escalating into another conflict occurs when a new, more significant contradiction arises in the relations of the parties and the object of the conflict changes. The outcome of the conflict viewed as a result of the struggle from the point of view of the state of the parties and their relationship to the object of the conflict. The outcomes of the conflict can be:

Elimination of one or both sides;

Suspension of the conflict with the possibility of its renewal;

Victory of one of the parties (seizure of the object of the conflict);

Division of the object of the conflict (symmetric or asymmetric);

Agreement on the rules for sharing the object;

Equal compensation of one of the parties for the possession of the object by the other party;

Refusal of both parties to encroach on this object.

Termination of conflict interaction - the first and obvious condition for the beginning of the resolution of any conflict. Until those two sides strengthen their position or weaken the position of a participant with the help of violence, there can be no talk of resolving the conflict.

Search for common or similar points of contact for the purposes, interests of the participants is a two-way process and involves the analysis of both their goals and interests, and the goals and interests of the other party. If the parties want to resolve the conflict, they must focus on the interests, and not on the personality of the opponent. When the conflict is resolved, a stable negative attitude of the parties to each other remains. It is expressed in a negative opinion about the participant and in negative emotions in relation to him. To begin to resolve the conflict, it is necessary to mitigate this negative attitude.

It is important to understand that the problem that caused the conflict is best solved together, by joining forces. This is facilitated, firstly, by a critical analysis of one's own position and actions. Revealing and admitting one's own mistakes reduces the negative perception of the participant. Secondly, it is necessary to try to understand the interests of the other. To understand is not to accept or justify. However, this will broaden the understanding of the opponent, make him more objective. Thirdly, it is advisable to highlight the constructive principle in the behavior or even in the intentions of the participant. There are no absolutely bad or absolutely good people or social groups. Each has something positive, and it is necessary to rely on it when resolving a conflict.

Conclusion.

Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relations. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training of social teachers.

It has been established that since the conflict is often based on a contradiction that is subordinate to certain laws, social teachers should not “be afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence for their successful resolution in various pedagogical situations.

Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social teachers have the knowledge and skills of the corresponding personal qualities, knowledge and skills.

It is stated that the practical readiness of a social teacher to resolve conflicts among students is an integral personal education, the structure of which includes motivational-value, cognitive and operational-performance components. The criteria for this readiness are the measure, integrity and the measure of the formation of its main components.

It is shown that the process of forming the social teacher's practical readiness to resolve conflicts among adolescents is individually creative, stage-by-stage and systematically organized. The content and logic of this process is determined by the structural components of readiness and the corresponding educational technologies.

List of used literature.

Ways to resolve conflicts in kindergarten briefly. Pedagogical conflicts and ways to resolve them

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