Motivational background of confl icts among preschool and early school-aged children

Abstract

The motivational background of interpersonal confl icts developing among preschool- and early school-aged children comprises competitive, normative and identity-related aspects. The motives provide a basis for distinguishing different types of childhood confl icts: competitive confl icts, confl icts of norms, and confl icts originating from the sense of identity. Competitive confl icts arise due to the following motives underlying children’s confl ict-inducing interactions: the motive of possession, attractiveness, maintaining a bond with a partner or recognition. Confl icts of norms, on the other hand, are refl ected in the motive of loyalty and in the motive of absolute compliance with rules adopted for games and other activities. Confl icts motivated by the sense of identity focus on defending one’s rights or views. Teachers, educators and parents should be familiar with reasons that trigger confl icts among children in middle and late childhood in order to be able to properly organize the teaching and education process, and constructively resolve any emerging confl icts, thus giving confl icts a developmental dimension. Adequate understanding of motivations underlying children’s confl icts also determines the process of developing the culture of confl ict among children.