47SSals

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oPERSPECTIVES IN CHILD DEVELOPMENT
L3.4.4 CONFLICTS RESOLUTION
9ha3.4.
whether it is personal, Business or
Contlict
part of the life
are
that goals, behaviour and motivaion of the
People found
social.
contradi and move in different directionsConflicts
are

issues. Each individual perceives thé other as a

members

D o n thorny
crop up
therefore oppose the otherConflicting behaviour involves
threatand defence. Sometimes, in competition
where goal is to
offence and
both can produce bettèr results and
the conflict
do better than the others, can be non-productive.
undo the others,
is almost to
in a vacuum and the important elements
Conflict do not take place shouldbe resolved
the social and physical contexts. They
ofconflict are
between friends, relations neighbours
tobuild stronger relationships
in the society tne Ackmtm us enruo
and co-workers
is "a process that begins
According to Thomas (1992) conflict
has negatively affected, or is
when party perceives that another party
something that the first part care about
about to negatively affect,
def+ne conflict as the struggle
Chung and Megginson (1981) interests or
incompatible or opposing needs, wishes, ideas,
between
encounter goals
people. Conflict arises when individuals or groups
obtain,satisfactorly.
thatboth parties cannot
and internal. there may be
/'Conflicts are oftwo types external one individual
conflicts between one individual and another, between
and another group. Sometime the
and a group and between one group
and
conflict may be between a person and a person, between a person
his environment or within the person himself. Conflicts are due to
environmental
negative interaction mainly They also take place dueto demands.
obstructions or in the fulfllment ofhuman beings instinctive
a
Conflicting needs drive the person to behave in particular
manner which does not satisfy his needs.
Personal deficiencies like
low intelligence, poor memory lack, of leadership also obstruct
the
fulfillment of a person's needs.

TypeofConflicts:
1. Inter-Individual Conflicts;
Inter-individual conflict occurs when two individuals strive
to
of
atain their own goals and block the others achievement.This type
conflict takes place between a person and a person, between a person

77
 PERSPECTIVESINCHILD CHILD DEVELOPMENT
DEVELOPPMENT
due to
and
community.
arises due
ainly arises
This mainly
to
sonalities, goal
personalities,
ifferences
goals and
in
value
socio-cultural
temperments,
perceptions,

factors.
Administrators may have conflict with subordir
members within thefa
ateses oor pee
problem famil
due to a personality
taught may be due to contradictory wishes communicat teachers
cations with each and
vital role in avoiding damage to the
other plays a
relationships.
individual
for inter conflicts
individual
Factors responsible

The factors like the administrative policies, organi.

structure, working
cónditions, personal ifferences, ormatation
ion
environmèntal"'stréss'are the'causes for 'inter
deficiency,
conflicts i,

Administrative policies Administrative policies areto k.

a)withöuitfrequentchafiges ahdthese shiould be a balahce bet
theindividúal goäl[ and the organizational goals. to avoid t
conflict.

b)
b) Organizational structure: In'an organizationthe conflictariises
at different evels. It has size, shape, task specializationaauthority
relationships different work activities. If the goals of the
orgànization are notclear,conflict is likely to arise between the
employer and employee etc.
cWorking conditions: Meagor economic benefits, Bosism,
c)
Tfeelings of secirityetccause frustrátion ámong the individuals
which resultin conflicts. Lack of encouragement.
:Motivation,misunderstandings, backbittingamongemployes
also contributes a number of conflicts in the organization.
Personal differences, information deficiency environmental stress
role ircapability also ereate inter-individual conflicts.
2./Intra-Individual Conflicts:
Intra- individual conflicts are the conflicts which occurs within
the individual, It is internal to the individual, where the person fights
histhoughtsand unable to decide further course of action Within
cach individualthere are a number of competing needs and roles, a

variety ofwgYsthat roles can be expressed, many types of Bartic

between the wayand the goal and both positive and negativeaspects
78
 PERSPECTIVESIN CHILD DEVELOPMENT
attached to.des
to.desired goals) All these are responsible for complicating
attached
conflict within himself.
Ahe individuals adoptidns and leads to
Adaptive response's are both physicaland psychological conflict
with reard togoalsare classified into three types.
a)Approach approach conflictf In this case, the individual is
-

motivateato approach two or more positive but actually exclusive

goals.)
For example, a girl is very eager to marry her fiancé and also
wishes to complete her MBA course in the same semester itself. The

girl in this case move towards the other goal in order to achieve one.
b)Approach-avoidance.conflict In this case, the individual is
motivated to approach a goal and at the same time develops a tendency
to avoid, the same)The single goal, contains both positive and negative
characteristics.

For example. An Indian girl wishes to marry an American resident

boy, who is well educated and well to do, but at the same time she
hesitates to marry, as he smokes and drinks.

c)Avoidance-avoidanceconflicts(This form of conflict takes

place when a person is forced to choose between two mutuallyy
exclusives goals, each of which is unattractive to the person)
For example, a person staying in the same city on the same job
without promotions for a long time and leaving the city and family
for going to another city with a promotion
STRATEGIES FOR RESOLUTION OFA CONFLICT
Conflict resolution is a constructive approach that enablespeople
with contrasting positions work together, compromising their
differences. Resolving conflicts is an art of communication. Co-
operation among the people reduces anger stress and frustration. In
school, students can learn how to deal witlh different situations in
anger and how to work with others to arrive at win-win situations
through team Projects and role playing.
Conflict resolution helps to learn how to resolve problematic
areas and prevent violence by making people recognizecontliet, T he
following are the common strategies that are developed to resolve
conflicts in an organization.

79
 DEVELOP
PERSPECTIVES IN CHILD
Avoidance:/This type
ol trategy attempts OPMENT
to ke
AYOU neglected. The o e con
withdrawnormy party's interest
yprtegy o to lod
strategy often lecads to
flict iconfl
s ratheie
loose-loose situation,
ignored simply.)This
A personmay be
un-wilng to take things out and
things out and
theconflict has not
exÍsted. pretend, asas ifif
This is effective
and appropriate, if the
conflict is very small
he confict
andpan be neglected.
b) Biffusion:This strategy makes an attempt to deact
vate the
the
b conflict and cool the emotions and aggression of the oncerned
parties)This will be useful when the
mutyal important goals.
lividualgroupsCned
have
Confrontation:This strategy refers to the conflicting
roups
directly confrontthe issues éach other in an attempt to reac
mutually satisfactoryresolution) This strategy maximiz
the
achievement of goals byboth the parties and results in a win-
e
win situation. This is most auccessf approach which has
beharioural bepefits. may
d Containmentk In this case. the people ensure that the conflict
does not get out of control and further escalate)
This
can be carried out when the problems and procedures strategy
are
structured and open discussions failed. T'he representatives of
the conflicting parties be allowed to negotiate with in the
established structure.
TYPES OF CONFLICT RESOLUTION
1. Proactve Conflict Resolution:
In this method, the intelligent person senses the situation and
take suitable steps to prevent the untoward incidents or impending
roubles, as a result ofconflicy A teacher has to develop the skills in
the students to resolve conflicts.
The following steps may be initiated to prevent conflicts in this
method
a) Setting goals/targets realistically, not beyond the capacity to
achieve.
b) Proper planning is required to reach the ambition/goal.
c ) I f goals are changed, re-setting them according to reality 15

essential.
80
 PERSPECTIVES IN CHILD DEVELOPMENT
AOne has to develoP positve values and attitude towards life.
d)
An attitude of analytical examination of. one's own inner
e)
tendencies and the external conditions is helpful to resolve
conflicts.
A person who has wider interests will be able to move away
froprthe conflicting situation.
2.Reactivemechanism ofconflict resolution:
This type of mechanisms are primarily meant for avoiding the
anxiety, fustration and tense emotionally generated, in conflict
situations.
The following are some of the reactive mechanisms of resolving
conflicts: Step e anedanrte tdoas
a)Repression:lt is otherwisé called as motivated forgetting. It is a
mechanism in which people try to push those ideas, which are
not liked by them, into the unconscious state of mind.
b) Regressiong This is a method where anersanreoconjeeton
mode of behavior to escape a conflict situation.
c)RationalizationkfThis is also called as "sour grape"
mechanism. Through this mechanism. we justify our actions and
feelingsand give soçially acceptable reasons for failures.
d)Projection:/This is a mechanísm used for attributing one's
thoughts or ideas or impulses to another person. The individual
tries to blame others for his failures and environment
for
unfavourable factors, evat p 6Uon probles 2 hepo un
e Compensation The individual in this mechanism tries to cover."hena
up his deficiency in one area by exhibiting his strength in the
other. Sheo: ng Apahz to oor!
1Sympathism: the person triea to get satisfaction by seeking
sympathy and pity from others, for his owp mistkes,and failure.
g)Displacement ThisCAsanis a methoda to iuatten
escape fromtoanxiety
mevKo byanxie
displacing it on others. The people show their aggression on
some one else, blamingthem orshouting at them,
h Reaction tormatiou: in thismehaniswn, the person resolves the
conflict by swinging to the opposite extreme. When there is a
strong tendency of aggression towards aertain class of people

81
 PERSPECTIVES IN CHILD
feels guilty
DEVELOPMENT
DEVELOPM
about it, he
about

and at the sametime

loveand _tart
crusade for lov
a
crusade lovin all become an
humaFit
apostle of
human Reolcceg hete Kenan tn api
tne person redüceshis
dentification:jinthis case,
whom clohe is nthro
persons to
achievementsofQther
ttach
is an obstfuct
Sublimation In casethere he does not care for so
instinctive activity of a
it
person,
with higher
and nobler aactivity. This is obstructions,
is call
calle
but replaces a person in olving
solving his
his conflicts.
sublimation,
and helps
Resolution:

Advantages of Conflict
mechanism help to protect
the personality of a persor
1. These
They will help the individuals to have satisfaction temporarily

mental tension.
and avoids
potnk as an alternative where ne
These mechanism helps anent
to the conflict.
solutions cannot be found,
Suficient time will be provided, after getting temporary solutione
ons
to the conflict.
to get him adjusted to the prevailing
55 They help the person
situations.
Resolution:
Disadvantages of Conflict
There is always tendency people to depend on these
of the
.1.
to be conflict.
mechanisms without permanent solutions
There will be nothing like happiness, satisfaction permanently,
2.
due to these mechanisms.
these mechanisms, life
3 Ifa person is depended completely on
will become an artificial one.
ill-health dueto
4.
4. There is a possibility of fear of facing mental
the breaking of hisrelationship with the world.

3,5STAGES OF SOCIAL DEVELOPMENT

number of marked stages
Social development passes through a
whi may be discussed as under

The Stageof pre-Social Behaviour(Infancyperiod:0102year

The period of infancy (0 to 2 years) is not very much importan
for social development, The studies conducted by Buhler, Gasse
concerneu
and Thompson show that during this périod, the infant is

82
 PERSPECTIVES IN CHILD DEVELOPMENT
almost completely with the satistaction of his body-wants. The young
infant begins to respond to the behaviour of those who supply his
wants. By the time a child has reached the age of one year, he has
developed a fairly satisfactory pattern of responses to adultsHe
indicates by his behaviour that he is not unaware of other's intéfests.
although he still is primarily concerned with himself. The following
table indicates some main features of infant beháviour during the first
year

TnfantResponses/Behaviour Agein Months

Retums glanices ofadults with smiles -2
Cries when adult who is attending on him leaves 2-3
Quieted by caressing 4-5
Shows negative responses to strangers 5-6
Stretches out hands towards adults 7-8
Strives for attention by movements 9-10
Imitatesmovements ofanother child 39-10

Organised play açtivity 0-11

Setting aside toys andturningtowards another child 11-12
It may, however, be noted that infants differ from one another
the rapidiry with which they exhibit what appear to be characteristics
ofearly social behaviour
2Progress from Individualization to Socialization (Early
Childhood Period: 2 to 6 years)
During early childhood, the social behaviour of the childexhibits
a progressive changefrom individualization
towards socialization. In
the company ofother children who are brought into the child's life. he
believes 'what is mine is mine' but he also starts gaining in
understanding of the fact 'what is yours is yours(As the child
pproaches hisTourth year,hecomes torealise that'what is mine is
yours also and likes to share or exchange his toys Nith hisplaymate
He also becomes sensitive to the attitudes of others around him. He
also begins to regard himself as a member of a social group in which
he takes pride.

83
 P E R S P E C T I V E S
IN CHILD DE
EVELOPMENT
of child'sl
period ofa child's life. a

Early
childhood is an important
developed during
pre-school
the pre-school ycars oabito labitsoffor
years t h e r r f
t o g econtinue
social response
of both
play together.(This help
play
sexes learn to
rn to
The children
Some of the importa
the important
long.
live a healthy group
life.
forms ofof
rivalmOrms
them to
iour during
this period lare negativism,
are negativism, rivalry, quarrelling
social behav social approval.
and
cooperation
teasing,
According to Appeal, children of four years of aige arrel more
Green isof
more
two years of'age.
age. Green of the view
in comparison
to those of that
ha
while this tendency in girls is
combative limite to oral
are more
boys school serves as a good
quarrel only. A good
nursery ency for
o
social behaviour in
a ild in his early chila
child early childho
developinghealthy
Child's Social
World
Period: 6 (Late Childhood
3pansionof
ot Gjang age)
to 12 years ltupis ready for entrance to the primary school for
The six-year-old of formal sch0oling not only increacoe
forknal education. The beginning soCial
his development but also gives
his opportunities for furthering
that the development nf encourage
rise to problems ofadjustment
socially desirable behaviour.

the gang age and the geographical

This period is often called
instinct develops to the full. He no longer wants to depend upon

restricted environmentofthe home and

wants to
bein the wider social
for social approva. In this processof
world ofpears and hence cráves
social adjustment there are frequent quarrels and bickerings{During
this process, envy, jealousy, aggressiveness, etc. are clearly expressed
in the child's behaviour. Sex differences are also there. Boys grow
more jealous than boys in
more aggressive than girls and girls grow

matters of friendship. Social adjustments are also markedby

the socio-
economic status ofthe children) This is reflected in likes and dislikes
and prejudices in matters ofsecial relationship. The important feature
to become
ofthe gang age is that children's groups tend to expand and secret
highly organised. Among the members ofthe 'group' or *gang'
elected
pass words. rules for membership, special places for meeting,
officers, and specific purposes of activities of time, loyalty tofelo
members becomes more and more intense. Group interest is prefereu
to self interest.
of
4.he Socializing Process during Adolescence The period o
adolescence is marked by significant changes in his socialbehavioun

84
 PERSPECTIVES IN CHILD DEVELOPMENT
nd social relationships.)The shift of interest from the family to the
world outside takes astronger hold of him than ever before/ The
adolescent responds to parents and other members in the home bet he
keen that his peers are not betrayed in any way,At home
is also very
in the twilight area-neither a child nor anadult. The
he is caught
result is that he finds great satisfaction and comfort in close association
with those of his age among whom he enjoys a positive sense of security.
or three children are passing through the
If in the same family two
adolescence period, they often forma gang among themselves/ It is
ofthe
this peer group relationship which determines the future
adolescents' attitude in regard to leadership. fellow-feeling, cooperation,
etc.

Thus the adolescent ever remains reviewing his relationships and

There is a
his mannershow he looks, talks, or behaves himself.
wide gap between what he expects of himself and what his parents
so are his
expect of him. If the adolescent is caught midstream,
that he
parents. They want to direct and guide him and yet they expect the
shouldact independently. Again, when the parents shirk taking
adolescent boy or girl into confidence as regards private family
matters,

the gap widens. Sometimes, the parents shift their responsibility

on
the boys or girls if something
to their friends and relatives to advise
In this way they deny their children the warmth
of
goes wrong.
or relatives of parents
affection and sense of ownness. The friends
the adolescent values his gang
failwhere the peer group succeeds and obedience to
more than the values his family. Consequently. habitual
of criticism and revolt,
parents and elders is replaced by spirit
a
is out for hero-worshipping.
waywardness and irresponsibility. "He
The need for status and recognition
is also strongly felt by the
the adolescent wants to be
adolescent. Athome or outside the home,
accepted and wants that his presence be felt.
manners.
(Adolescenceisthe period of "show off or of affected
opposite sexes.
Thisis especially soin matters to relation betweenthe
of

Boys put on the smartest look attract the attention of thegirlsand

curves to be valued by the boys.
the girls want to show the sharpest
And thecurenttrendis that boys wantto be feminine" and
girls like
their hunger for the
to be "masculine'. This is more or less to satisfy
other's presence.
opposite sex and to look brighter in the

85
 IN CHILD
PERSPECTIVES
3.5.1 SOCIAL MATURITY ELOPMENT
The ultimate purpose ofthe process of social Con
ocial
attainment ofsocialmaturity
nmal traits
A cially mature
individ (ousness
al is
s is the
of exhibiting desirable social traits ata a certain
age
ically mmust alsoSocialbe matcapabluritye
implies that a child aged 10 chronologically
level.
socially. aged 16
A socially mature individual.should be able to make
decisions, and take proper action in solving problems and
Such a person is able to adjust himself to his critical judgment
isue
ca is
fellowmen and new
situations and is also able to adopt his fellowimen and
SsUes
situatio newto
himself. This means a socially matuíre behaviour implies elnst
dependability, self- confidence and that the group or the aionm,
which the individual lives approves of it. society inin
Some necessary things for Emotional Maturity:
1. Good health
2. Control over the environment
3. The tendency ofbeing cheerful
4. Development of reason or wisdom
5. Redirectingemotional outbursts in a healthy channel
Some Signs of Social Maturity:
1. To be able to show behaviour according tó the
demands of a
situation. To accept criticism in á right spirit for effecting
improvements in oneself.
2. To perform the duties of a citizen.
3. Not to follow anyone blindly.
Treating of personal interestsas secondary

Review Questions
1. What are the Characteristics of Childhood ?
2 Write the Physical Growth and Developmentduring childhood
3. Write the Cognitive Development during childhood?
4. Write the Social Development during childhood?

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