Paths to Peace: Conflict Resolution in the Montessori Classroom

Abstract

Abstract The intent of this study was to learn about children’s ability for independent conflict resolution in the Montessori early childhood classroom. The literature led to reviews of Conflict Resolution Education over the last six decades, the impact of the family’s styles of parenting on children’s understanding of conflict, and the pertinence of executive function and social emotional learning on a child's ability to effectively engage in independent conflict resolution. The teacher and aide created and used a collection tracking form for Pre- and Posttest for Frequency and Types of Conflicts, with 10 categories to determine the typical level of conflict over a two-week span. The teacher/researcher then engaged students in an eight-week intervention introducing techniques for peaceful resolution of conflict through read-alouds, conflict resolution instruction, breathing techniques, and circle time discussion. A parent survey was emailed to parents with the intent to gather results on parenting styles, but did not yield useful results. The pretest and post test instruments used revealed a 36% decrease in overall requests for adult intervention, with children engaging in independent resolutions in most areas of concern. Children were able to learn techniques that improved independent conflict resolution. Peace education and independent conflict resolution require regular, long-term attention to help students internalize the techniques and benefits of conflict resolution education.