TOWARD UNDERSTANDING THE RELATIONSHIP BETWEEN INTERPERSONAL DEVELOPMENT AND CONFLICT BEHAVIOR IN ELEMENTARY-SCHOOL AGE

Abstract

The article presents the results of a theoretical study on the age-related characteristics of interpersonal relationships during elementary-school age. It examines the behavioral patterns of schoolchildren in conflict situations and explores the factors influencing their choice of behavioral strategies. The role of communication in shaping interpersonal relationships and conflict behavior among elementary-school children is analyzed, highlighting the significance of joint and reciprocal activities in fostering confidence and reinforcing behavioral norms.

Key developmental factors are discussed, including the new social context of personality development, the shift from play to educational activities as the leading form of engagement, and the influence of teachers on children's normative behavior and conflict resolution strategies. The article also addresses the importance of preventive measures aimed at reducing conflicts during this critical stage.

Special attention is given to the child’s position within the peer group, specifically, the degree of peer acceptance and recognition by friends as a key element in social development. The main psychological components underlying children’s behavior, as well as the factors contributing to the harmonious development of their personality, are identified.

It is emphasized that during the primary school years, children transition from involuntary to conscious and volitional self-regulation. As school life demands regular compliance with numerous rules, such as punctuality, classroom conduct, homework completion, and perseverance in academic tasks, age-related limitations in children's social experience may serve as a ground for conflicts. These, in turn, significantly influence children's behavior in interpersonal and group settings